LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 


Gl  FT    OF 


Class 


PRACTICAL  WORK 


IN    THE 


SCHOOL     ROOM. 


A    TEANSGEIPT 


OF    THE 


OBJECT    LESSONS    ON    THE    HUMAN  BODY 

GIVEN  IN  PRIMARY  DEPARTMENT, 

GRAMMAR   SCHOOL   No.  49, 

NEW  YORK  CITY. 


UNIVERSITY    ] 

cr 


THIRD    EDITION. 


NEW   YORK: 
A.    LOVELL    &   COMPANY. 

1885. 


Entered,  according  to  Act  of  Congress,  in  the  year  1884,  by 

SARAH  F.  BUCKEI.EW  AND  MARGARET  W.  LEWIS. 
in  the  Office  of  the  Librarian  of  Congress  at  Washington. 


•T.  S.  CUSHING  &  Co.,  PRINTERS,  115  HIGH  STREET,  BOSTON, 


NOTES    TO    THE    TEACHEK, 


I.  Children  should  learn  these  lessons  on  the  Human  Body, 
that  the}'  may  better  value  and  take  care  of  "the  house  they 
live  in."     Each  lesson  should  be  very  carefully  developed  when 
taught.      No    intelligent   teacher  will  permit  the  recitation   of 
the  formulas  to  degenerate  into  rote-work.     Children  are  not 
parrots. 

II.  The  following  plan  has  been  observed  in  the  preparation 
of  this  work  :  — 

First,  A  model  lesson,  as  given  in  our  own  class-rooms,  to 
show  how  each  subject  should  be  developed  and  taught. 

Second,  A  formula,  embodying  the  principal  facts,  etc.,  given 
during  the  development  and  teaching. 

Third,  Questions  for  the  formula,  intended  to  aid  in  concert 
or  individual  recitation  of  the  summaries  it  contains. 

Fourth,  Directions  for  touching.  These  are  given  very 
minutely,  because  we  think  appropriate  touching,  or  pointing 
to  the  part  under  description,  when  convenient,  adds  much 
interest  to  the  recitation  ;  it  makes  the  facts  seem  more  real  to 
the  children. 

Fifth,  Questions  on  the  lesson,  designed  to  recall  instructions, 
given  during  its  development,  which  may  or  may  not  be  found 
in  the  formula. 

These  questions  are  important;  therefore,  do  not  omit  them. 
Use  them  frequently.  The  pupils  may  reply  in  their  own  icords, 
\f  this  method  is  deemed  preferable. 


1 65028 


iv  NOTES    TO   THE   TEACHER. 

Lastly,  A  blackboard  outline,  which  may  be  used  with  ad- 
vantage in  review  lessons. 

III.    In  the  recitation  of  the  formulas  :  — 

Be  careful  about  the  wording  of  the  Questions  for  the 
Formulas. 

Do  not  permit  sing-song. 

Be  careful  about  the  touching  of  the  parts. 

Use  the  required  apparatus,  charts,  etc.,  in  developing  and 
reviewing. 

Do  not  review  by  rote.  Take  time  for  explanations,  for 
criticism  of  tone,  pronunciation,  etc.,  when  necessary. 

Remember,  "  What  is  worth  doing  at  all  is  worth  doing  well," 
especially  in  teaching. 


TABLE    OF    CONTENTS. 


PAGE. 

NOTES  TO  TEACHERS    .         .         .         .   * iii 

PLAN  OF  LESSONS     .         .  - viii 

PART      I.  —  INTRODUCTORY  LESSONS 1 

II.  — THE  LIMBS 18 

"       III.  —  THE  BONES  OF  THE  BODY 31 

"       IV.  —  THE  ORGANS  OF  SENSE 39 

"         V.  —  THE  DESCRIPTION  OF  THE  BONES    .         .         .    *"   .     55 
"       VI.  —  THE  MUSCLES      .  ....         65 

«     VII.  — THE  SKIN 73 

"   VIII.  —  THE  HEART  AND  THE  CIRCULATION     ...         81 
"      IX.  —  THE  LUNGS  AND  RESPIRATION        .         .         .        .89- 

"        X.  —  THE  DIGESTIVE  ORGANS 97 

"      XL  —  THE  NERVOUS  SYSTEM 109 

APPENDIX  I. 

THE  STORY  ABOUT  ALCOHOL 121 

USES  OF  ALCOHOL 122 

USES  OF  ALCOHOL  —  concluded     .         .         .         .         .         .         .  123 

ABOUT  FERMENTATION 125 

DISTILLATION 127 

HARM  DONE  BY  ALCOHOL        .......       129 

STORIES  ABOUT  HARM  DONE  BY  ALCOHOL 140 

STORIES  ABOUT  THE  RIGHT  WAY  TO  TREAT  ALE,  ETC.    .        .       144 


VI  TABLE   OF   CONTENTS. 

APPENDIX  II. 

INTRODUCTORY  LESSON        ......  .  149 

THE  STORY  ABOUT  TOBACCO 150 

THE  POISON  IN  TOBACCO  AND  THE  HARM  IT  DOES       .         .  .  152 

OPIUM  AND  OTHER  NARCOTICS         ....  157 


THE    HTJMAK    BODY. 


PLAN     OF     LESSONS     ON 


Sixth  or 
Alphabet  Grade. 

Fifth  Grade. 

Fourtli  Grade. 

1st  Week 

(  Touch  and  name  parts 
-]    of     the     head     and 

Review   Gth  Grade 
formula  and  ques- 

Rev.   formula    and 
questions    of    Gth 

(    face. 

tions. 

and  5th  Grades. 

a 

2d      " 

i  Touch  and  name  parts 
<    of  the  head  and  face, 
(    with  formula. 

Touch    and    name 
the    limbs,     with 
formula. 

Rev.    formula    and 
questions    of    Gth 
and  5th  Grades. 

o  . 

H 

(  Touch  and  name  parts 

Touch  the  parts  and 

Teach     about    the 

Pi 

3d      " 

i    of    the    trunk     and 

joints  of  the  arm, 

aye. 

OB 

(    limbs. 

with  formula. 

4th     " 

(  Touch  and  name  parts 
<    of    the    trunk    and 

Touch  the  parts  and 
joints  of  the  head, 

Rev.,  with  formula. 

(    limbs,  with  formula. 

with  formula. 

1st  Week 

(  Develop  Section  2. 

Touch  the  parts  and 
joints  of  the  leg, 

Rev.,  with  formula 
and  questions. 

1 

with  formula. 

, 

(  Review  Section  2,  with 

Touch  the  parts  and 

Rev.,  with  formula 

4i 

2d      " 

<    formula. 

joints  of  the  foot, 

and  questions. 

g 

/ 

with  formula. 

0  . 

r~ 

3d      " 

I  Review  Section  2,  with 
<    formula.     Ten  ques- 

Rev.    Eleven  ques- 
tions. 

Teach     about     the 
ear. 

M 

(    tions. 

(  Review  Section  2,  with 

Review. 

Rev.,  with  formula. 

4th    " 

<    formula.  Three  ques- 

(    tions. 

{Review  Section  2,  with 

Teach  the  bones  of 

Rev.,  with  formula 

1st  Week 

formula.   Eight  ques- 

the head  and  limbs. 

and  questions. 

tions. 

(  Develop  Section  3. 

Teach  the  bones  of 

Teach     about     the 

d 

2d      " 

i 

the  arm  and  hand. 

nose. 

e  • 

(  Review  Section  3,  with 

Teach  the  bones  of 

Rev.,  with  formulas 

1 

3d      " 

<    formula. 

the  leg  and  foot. 

and  questions. 

(  Review  Section  3,  with 

Rev.    Eleven  ques- 

Teach    about     the 

4th     " 

<    formula.    Two  ques- 

tions. 

mouth. 

(    tions. 

{Review  Section  3,  with 

Rev.    Eleven  ques- 

Rev., with  formulas 

1st  Week 

formula.    Five  ques- 

tions. 

and  questions. 

tions. 

• 

(  Develop  Section  4. 

Rev.    Eleven  ques- 

Teach    about     the 

| 

2d      " 

i 

tions. 

teeth,  etc. 

{Review  Section  4,  with 

Teach  advanced  les- 

Rev., with  formulas 

g 

3d      " 

formula. 

son  on  the  joints. 

and  questions. 

|  Review  Section  4,  with 

Rev.     Seven  ques- 

Review. 

[4th    " 

<    formula.      Six   ques- 

tions. 

(    tions. 

fist  Week 

A 

a 

2d      " 

I 

3d      " 

Review. 

Review. 

Review. 

s 

4th     " 

THE     HUMAN     BODY. 


IX 


Third  Grade. 

Second  Grade. 

First  Grade. 

!Rev.    formulas    and 

Rev.  formulas  and 

Rev.  formulas  and 

fist  Week 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

{Rev.    formulas    and 

Rev.  formulas  and 

Rev.  formulas  and 

5 

2d      " 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

| 
" 

{Rev.    formulas    and 

Rev.  formulas  and 

Rev.  formulas  and 

•d 

3d      " 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

iRev.    formulas    and 

Rev.  formulas  and 

Rev.  formulas  and 

4th     " 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

questions  of  previ- 
ous Grades. 

(  Teach  Part  V. 

Teach  Part  VIII. 

Teach  Part  X. 

r  1st  Week 

1 

(  Teach  Part  V. 

Teach   Part   VIII., 

Teach  Part  X.,  with 

id 

2d      " 

I 

with  formula. 

formula. 

1 

\ 

M] 

Rev.   Part  V.,  with 

Teach    Part   VIII., 

Teach  Part  X.,  with 

3d 

formula  and  ques- 

with  formula. 

formula. 

w 

(    tions. 

!Rev.   Part  V.,  with 

Review  Part  VIII., 

Rev.  Part  X.,  with 

4th     " 

formula  and  ques- 
tions. 

with  formula  and 
questions. 

formula  and  ques- 
tions. 

Teach  Part  VI. 

Review  Part  VIII., 

Rev.  Part  X.,  with 

f  1st  Week 

s 

with  formula  and 

formula  and  ques- 

( 

questions. 

tions. 

t 

(  Teach  Part  VI. 

Review  Part  VIII., 

Teach  Part  XI. 

— 

2d       " 

) 

with  formula  and 

|j 

questions. 

o 

s 

[Rev.  Part  VI.,  with 

Teach  Part  IX. 

Teach     Part     XL, 

p£j 

3d      " 

formula  and  ques- 

with  formula. 

S 

(    tions. 

[Rev.  Part  VI.,  with 

Teach     Part     IX., 

Teach     Part     XI., 

[4th     " 

formula  and  ques- 

with  formula. 

with  formula. 

(    tions. 

Teach  Part  VII. 

Teach     Part     IX., 

Rev.  Part  XI.,  with 

1st  Week 

with  formula. 

formula  and  ques- 

tions. 

J 

Teach  Part  VII. 

Review    Part    IX., 

Rev.  Part  XL,  with 

1 

2d      " 

with  formula  and 

formula  and  ques- 

o 

questions. 

tions. 

g 

Rev.  Part  VII.,  with 

Review    Part    IX., 

Review. 

£ 

3d      " 

formula  and  ques- 

with formula  and 

$ 

tions. 

questions. 

Rev.  Part  VII.,  with 

Review    Part    IX., 

Review. 

4th     " 

formula  and  ques- 

with formula  and 

tions. 

questions. 

fist  Week 

] 

2d      " 

3 

3d      " 

Review. 

Review. 

Review. 

i 

4th     " 

PART  I. 

INTRODUCTORY    LESSONS. 


1.  The   Parts  of  the  Body. — We  touch  the  various  parts 
of  the  head,  the   children  naming  what  is  touched ;   then  the 
class  touches  and  names  the  same  parts  according  to  the  for- 
mula.   The  remaining  parts  of  the  body  are  touched  and  named 
in  the  same  way,  until  all  are  familiar  with  the  name  and  posi- 
tion of  each  part.     In  Review  Lessons,  the  children  use  the 
formula. 

2.  The  Head,   Trunk,  and  Limbs. — We   show  two  jointed 
wooden  dolls ;  take  off  the  head,  arms,  and  legs  of  one,  and 
then  ask  the  name  of  its  remaining  part,  u  the  body."     What 
do  you  call  the  large  part   of  a  tree  which   rises  out  of   the 
ground  above  the  root? — "The  stem,  the  trunk."     We  give 
the  name  trunk  to  that  part  which  you  have  just  called  ' l  the 
body,"  that  is,  to  all  the  body  except  the  head,  arms,  and  legs. 
When  we  speak  about  the  body,  we  mean  the  whole  body,  from 
the  top  of  the  head  to  the  sole  of  the  foot.     You  may  tell  what 
we  mean  by  the  trunk   of  the  body.  —  ''All  the  body  except 
the  head,  arms,  and  legs."     Of  what  other  trunk  do  3-011  know, 
beside  the  trunk  of  the  body?  —  "  A  trunk  to  put  clothes  in." 
Of  what  are    such  trunks   made? — "Of  wood,   covered  with 
paper ;  of  wood,  covered  with  leather."     Of  what  is  the  trunk 
of  the  body  made? — "Of  bones,  flesh,  and  skin."     For  what 
do  you  use  the  wooden  trunks?  —  "  To  put  clothes  in."     What 
is  in   the  trunk  of  the  body?  —  The  children  do  not  know,  so 
we  explain  that  the  heart,  the  lungs,  and  stomach  are  inside 
the  body. 


2  THE    HUMAN   BODY. 

We  talk  about  the  trunk  of  a  tree ;  make  ou  the  blackboard 
a  sketch  of  one,  with  its  branches,  and  ask  what  the  latter  are 
called.  —  "Sticks  of  the  tree,  branches,  limbs  of  the  tree." 
We  bid  a  child  take  the  unbroken  doll  and  point  to  its  trunk, 
then  stretch  out  its  arms  and  legs.  The  children  perceive  that 
the  arms  and  legs  extend  from  the  trunk  of  the  body  as  the 
limbs  from  a  tree,  and  give  the  term  limbs  to  these  parts ; 
they  also  discover,  by  counting,  that  the  body  has  four  limbs 
fastened  to  its  trunk. 

What  has  the  doll's  body  beside  the  trunk  and  limbs? —  "  A 
head."  Name  the  parts  of  the  doll's  body.  —  "Head,  trunk, 
limbs."  Touch  and  name  the  parts  of  your  own  body.  —  "The 
head,  the  trunk,  the  limbs."  Lastly,  we  teach  the  children  to 
say,  "The  parts  of  the  body  are  the  head,  the  trunk,  the 
lirnbs." 

3.  The  Bones,  Flesh,  and  Skin. —  Those  who  have  seen  men 
building  houses  ma}'  raise  the  hand.  Of  what  do  they  build 
houses?  —  "  Of  wood,  of  stone,  of  bricks."  For  what  do  they 
build  houses? — "For  people  to  live  in."  How  many  of  you 
would  like  a  house  of  your  own  ?  Hands  are  raised  in  reply, 
and  the  children  are  told  that  they  do  possess  a  house  of  their 
own,  not  made  of  wood  or  stone,  but  very  wonderful,  because 
it  can  move  from  place  to  place  ;  that  they  live  in  it  all  the  time, 
wherever  they  are.  Soon  some  bright  little  thinker  discovers 
that  we  mean  the  body,  and  when  we  ask,  Who  lives  in  your 
body?  answers  with  an  air  of  conscious  ownership,  "My- 
self." 

If  a  picture  of  a  frame  house  in  process  of  building  can  be 
obtained,  it  is  shown  and  talked  about ;  then  we  ask,  Of  what 
is  3'our  body-house  built? —  "  Of  bones,  flesh,  and  skin." 

We  next  call  upon  some  child  to  tell  about  the  body,  and  re- 
ceive in  reply  the  sentence,  "  My  body  is  built  of  bones  ;  "  this 
statement  is  repeated  by  the  class. 

We  tell  the  pupils  that  we  intend  to  print  what  they  have 
said  on  the  blackboard.  We  ask  for  the  first  word,  "My"; 


INTRODUCTORY    LESSONS.  3 

when  printed,  they  read  it.  Thus  each  successive  word  is  given 
and  read  by  the  children  until  the  sentence  is  completed. 

Other  questions  lead  them  to  give  the  additional  clause, 
"  covered  with  flesh  and  skin,"  which  is  also  printed  and  read. 
The  entire  sentence  is  read  and  memorized  by  the  class.  "  My 
body  is  built  of  bones  covered  with  flesh  and  skin." 

Do  we  expect  our  abecedarians  will  learn  to  spell  each  of  the 
words  and  recognize  them  readily  at  sight?  No  ;  some  may  do 
so,  but  our  object,  in  this  blackboard  work,  is  not  to  teach 
spelling  or  reading.  We  only  desire  to  awaken  more  intense 
interest,  and  assist  the  memory  of  the  children  to  receive  the 
formulas  we  wish  them  to  remember ;  for,  while  opposed  to 
parrot-like  repetition,  we  are  equally  averse  to  pursuing  the 
other  extreme,  which  allows  the  memory  to  weaken  by  inaction 
lest  it  be  overburdened.  We  firmly  believe  this  faculty  is 
strengthened  by  use,  and  should  be  trained  to  work  daily.  So 
we  give  our  scholars  definitions  and  formulas  to  memorize,  as 
occasion  requires. 

4.  The  Use  of  Food.— Those  who  ate  breakfast  this  morning 
may  raise  the  hand.  Well,  what  did  you  have  for  breakfast? 
—  "Meat,  coffee,  bread,  etc."  How  did  you  eat  your  food? 
Did  you  put  your  head  down  to  the  plate  and  take  your  meat 
dog-fashion?  Amused  at  the  allusion,  they  promptly  answer, 
"  We  took  it  up  with  a  fork."  Did  you  put  all  the  large  piece 
of  meat  into  your  mouth  at  once? —  "  No,  we  cut  it  into  little 
pieces  with  a  knife."  How  did  you  carry  it  to  your  mouth?  — 
"  With  a  fork."  When  it  was  in  the  mouth,  what  did  you  do 
with  it?  — "We  chewed  it."  What  then?  — "We  swallowed 
it."  What  then?—  "  We  did  not  do  anything  else  with  it." 

True,  when  you  have  swallowed  your  food  you  can  do  noth- 
ing else  with  it,  but  that  is  not  the  last  of  what  you  have  eaten  ; 
without  your  help  it  passes  through  some  wonderful  changes, 
after  going  down  your  food-pipe,  which  leads  from  your  mouth 
to  a  strangely-shaped  bag  of  flesh  called  the  stomach.  Here 
we  exhibit  a  chart  representing  the  Digestive  Organs,  or  draw 


4  THE    HUMAN   BODY. 

an  outline  showing  the  parts  named.  Then  we  call  upon  one 
of  the  children  to  describe  the  journey  of  the  food  from  the 
plate  to  the  stomach. 

We  next  tell  them  that  the  little  food-ball  rolled  from  the 
mouth  into  the  stomach  does  not  rest  in  that  fleshy  bag,  but  is 
changed  by  a  juice  which  the  stomach  pours  upon  it, —  a  wonder- 
ful kind  of  juice  which  can  melt  meat,  bread,  apples,  or  any- 
thing good  to  eat ;  that  the  stomach  presses  upon  the  food  and 
pushes  it  along,  changing  it  so  much  that  if  there  were  a  little 
door  through  which  they  could  look  into  the  stomach,  and  they 
were  to  peep  through  it,  soon  after  the  food  had  been  swallowed, 
they  would  find  it  impossible  to  decide  which  was  meat,  or 
apples,  or  bread,  etc. 

Lastly,  we  explain  that  the  melted  and  mixed  food  passes 
out  from  the  stomach,  and,  Iry  and  b}r,  is  changed  into  blood; 
that  the  blood  goes  through  the  body  and  makes  bones,  flesh, 
skin,  hair,  and  nails. 

But  why  this  talk  about  the  process  of  digestion  and  the  use 
of  the  blood  ?  Because  we  wish  to  teach  the  little  folks  as  early 
as  possible  why  the}'  eat,  why  they  should  masticate  their  food 
thoroughly,  and  why  they  should  avoid  improper  food  and  drink. 

5.  Against  Alcoholic  Liquors. —  We  also  explain  that  what 
we  drink  goes  into  the  stomach,  and,  if  not  poisonous,  helps  to 
make  good  blood.  We  let  the  class  mention  different  kinds  of 
drinks,  and  place  the  names  given  upon  the  blackboard, 
thus : — 

1. 

Water. 
Milk. 


2. 

3. 

4. 

Tea. 

Root-beer. 

Wine. 

Coffee. 

Soda-water. 

Cider. 

Chocolate. 

Lemonade. 

Beer. 

Cocoa. 

Ice-water. 

Brandy,  etc. 

When  these  lists  have  been  prepared,  we  let  the  children 
several  times  repeat  the  names  the}'  contain,  as  we  point  to  each 
column  respectively  ;  then  we  talk  about  pure  cold  water. 


INTRODUCTORY   LESSONS.  5 

Water,  the  drink  which  God  has  made  for  people  and  animals  ; 
which  is  so  delicious  and  refreshing  to  us  when  we  are  thirsty ; 
the  only  drink  which  the  birds,  fishes,  and  beasts  use ;  which 
helps  to  keep  them  alive,  and  strong,  and  healthy. 

Next,  we  refer  to  milk,  which  most  children  like  to  drink, 
and  which  is  so  healthful  and  pleasant  as  a  kind  of  food. 

Thirdly,  we  talk  about  the  tea,  coffee,  etc.,  named  in  the 
second  column,  and  caution  against  drinking  too  much,  if  any, 
of  these  beverages.  We  lead  the  children  to  notice  thitt  water 
forms  the  greater  part  of  all  these  favorite  drinks,  as  it  does 
also  of  those  mentioned  in  the  third  column  of  our  list. 

The  pupils  know  that  lemonade  and  soda-water  "taste  good," 
but  will  not  do  to  drink  every  day  ;  they  like  ice-water,  but  we 
warn  them  that  it  must  be  used  sparingly,  and  never  when  they 
are  very  warm. 

Lastly,  we  talk  about  rum,  brandy,  whiskey,  etc.,  and  teach 
about  the  terrible  foe  to  health,  goodness,  and  happiness  which 
is  hidden  in  these  liquors,  — viz.,  ALCOHOL. 

The  healthy  stomach  is  glad  to  get  bread,  meat,  potatoes, 
water,  etc.,  which  help  to  make  good  blood  ;  but  when  anything 
enters  it  which  contains  alcohol,  it  tries  to  get  rid  of  it  right 
away,  and  hurries  it  into  the  liver,  which  lies  under  the  lungs, 
on  the  right  of  the  stomach. 

Some  of  the  alcohol  passes  from  the  liver  through  the  heart 
into  the  lungs,  and  the  lungs  send  it  out  through  the  nose  and 
mouth  so  quickly,  that  very  soon  after  any  one  has  taken  even 
a  small  quantity  of  the  poison,  the  breath  tells  the  stoiy,  and 
we  know  they  have  been  drinking  something  stronger  than 
water. 

But  all  the  alcohol  does  not  come  out  thus  easily.  Some 
stays  in  the  blood,  and  goes  with  it  through  the  arteries  and 
veins,  doing  much  mischief  and  no  real  good  as  it  passes  through 
the  body.  It  makes  believe  keep  the  body  warm,  but  really 
makes  it  colder  than  it  should  be ;  it  makes  the  stomach  sore ; 
it  takes  some  of  the  goodness  out  of  the  blood ;  it  makes  the 
heart  work  hard  in  beating  too  fast ;  it  reddens  the  face,  and 


6  THE   HUMAN   BODY. 

makes  the  nose  a  bad  color ;  it  takes  the  bright,  good  look  out 
of  the  eyes,  and  makes  them  too  red.  But  it  does  the  most 
mischief  to  the  head.  It  makes  it  ache ;  makes  it  unfit  to 
think  ;  and  when  people  drink  much  of  any  vile  stuff  which  has 
alcohol  in  it,  they  lose  their  good  sense  and  goodness,  and  often 
do  very  terrible  and  wicked  deeds. 

The  children  have  seen  drunkards,  and  all  know  how  strangely 
these  act ;  but  perhaps  they  think  that  only  those  who  drink 
rum,  whiskey,  brandy,  or  gin  get  drunk.  We  teach  them  that 
the  same  serpent  of  evil  is  found  in  all  kinds  of  wines,  beer, 
lager  beer,  ale,  and  cider ;  so  that  the  only  way  to  be  safe  from 
it,  is  not  to  drink  anything  which  has  fire-water  or  alcohol  in  it. 
We  explain  that  alcohol  is  made  from  the  juice  of  decayed  fruits, 
grains,  or  vegetables,  and  is  found  in  gooseberry,  blackberry, 
or  any  other  home-made  wine  as  well  as  in  the  liquors  sold  in 
the  grog-shop.  Even  root  beer  and  cider,  if  left  long  enough, 
will  get  full  of  alcohol. 

So  let  all  alcoholic  drinks  alone,  for  the  only  good  part  of 
them  is  the  water  they  contain,  which  is  best  to  quench  the 
thirst  and  keep  us  healthy. 


INTRODUCTORY  LESSONS.  —  continued. 
6.  The  Blood  and  the  Heart.  — If  you  cut  your  foot,  what  will 
flow  from  it?  —  "Blood."  If  you  prick  your  finger,  what  will 
flow  out? — "Blood."  Where  does  the  blood  come  from? 
Some  think  from  the  head,  none  can  tell  correctly  ;  so  we  direct 
them  to  imitate  our  movements,  as  we  place  our  hand  upon  the 
chest,  near  the  breastbone,  toward  the  left  side.  What  do  37ou 
feel?  —  "  Something  moving,  something  shaking."  What  is  it 
that  is  moving?  Usually  some  one  replies,  "  The  heart"  ;  if 
not,  we  tell  them,  and  give  them  the  word  beating  for  moving; 
to  describe  its  action  ;  then  we  explain  that  the  heart  acts  like  a 
pump,  sending  the  blood  to  different  parts  of  the  body.  When 
we  again  ask,  Where  does  the  blood  flow  from?  the  children 
promptly  reply,  "From  the  heart." 


INTRODUCTORY    LESSONS.  7 

Again  we  let  them  notice  the  beating  of  the  heart,  and  bid 
them  show  with  the  hand  how  it  beats,  which  they  do  by  moving 
the  right  hand  back  and  forth,  keeping  time  with  the  motion  of 
the  heart ;  we  also  inform  them  that  the  heart  pumps  out  blood 
at  every  boat.  When  do  yon  think  the  heart  beats?  —  "All 
the  time."  Does  your  heart  beat  when  yon  are  asleep?  They 
think  it  does  not ;  so  we  ask,  How  many  of  you  have  seen  a 
baby  asleep?  Did  its  heart  beat  while  it  slept?  If  they  do  not 
know,  we  advise  them,  when  the}*  see  a  bab}-  or  a  person  asleep, 
to  walk  on  tiptoe,  place  the  hand  very  gently  over  the  heart  of 
the  sleeper,  and  notice  whether  it  beats  or  not. 

Although  they  cannot  tell  decidedly  whether  the  heart  beats 
during  sleep,  yet  they  answer  promptly  "We  die,"  if  asked, 
What  happens  when  the  heart  stops  beating?  Do  }'ou  die 
when  you  go  to  sleep  ?  They  know  they  do  not ;  so  readily 
infer  that  the  heart  beats  all  the  time,  whether  we  are  awake  or 
asleep. 

We  show  or  talk  to  them  about  a  watch,  let  them  see  its 
hands  move,  and  listen  to  its  ticking.  What  happens  when 
the  watch  stops  ticking? — "The  hands  stop  moving;  the 
hands  will  not  move."  If  the  heart  stops  beating,  can  people 
move  their  hands  or  any  part  of  the  body? —  "  They  cannot." 
What  is  done  to  keep  the  watch  ticking?  —  "  Somebody  winds 
it."  What  do  they  wind  the  watch  with?— "With  a  watch- 
key."  How  often  should  a  watch  be  wound  to  keep  it  going? 
—  "  Every  day."  Does  any  one  wind  your  heart  every  day  to 
keep  it  going?  They  laughingly  reply,  "No."  We  quiet  their 
mirth,  and  ask,  But  who  does  keep  our  heart  beating?  With 
reverent  tone,  they  tell  us  li  God";  and  we  speak  of  the  good- 
ness of  God,  who  made  our  wonderful  bodies,  made  our  hearts 
beat,  and  keeps  them  beating  every  day  without  our  help ;  of 
His  great  wisdom  in  giving  us  hearts  which  go  on  beating, 
sometimes  for  a  hundred  years,  without  stopping  to  rest.  These 
thoughts  of  God,  as  our  Creator  and  Preserver,  are  naturally 
suggested,  and  not  soon  forgotten  b}'  the  interested  listeners. 

Next,  we  pour  water  from  a  glass,  and  explain  that  when  we 


8  '   THE    HUMAN    BODY. 

wish  to  speak  of  water  moving,  we  say,  Water  flows.  The 
children  readily  understand  that  blood  moves  like  water,  and 
tell  us  "Blood  flows."  We  print  these  words  as  in  the  first 
lesson.  Where  does  the  blood  flow?  —  "Through  the  body." 
This  answer  is  placed  upon  the  board,  and  the  children  repeat 
the  five  words,  "Blood  flows  through  the  body."  We  show 
tljat  we  can  say  this  in  four  words,  by  using  a  little  word  of 
two  letters,  lY,  if  we  do  not  want  to  say,  the  body ;  we  then 
change  the  sentence  to  "  Blood  flows  through  it." 

You  say  the  heart  beats  all  the  time,  and  we  have  told  you 
that  blood  flows  from  it  every  time  it  beats  ;  then  when  does  the 
blood  flow  through  the  heart? — •"  All  the  time."  Where  does 
the  blood  flow  from?  —  "From  my  heart."  This  clause  com- 
pletes the  second  part  of  the  formula  which  is  memorized  b}* 
the  class.  The  children  are  taught  to  place  the  right  hand  over 
the  heart  when  the}T  repeat  the  word  heart. 

What  do  you  see  on  the  back  of  the  hand  beneath  the  skin  ? 
"Blue  marks,  lines,  veins,"  are  the  usual  replies.  What  have 
you  seen  in  the  garden  that  looks  something  like  the  veins  in 
shape?  —  "The  sticks  of  a  tree;  the  branches  of  a  tree." 
Where  are  the  veins? —  "  On  the  back  of  my  hand."  We  ex- 
plain that  the  veins  are  in  ever}T  part  of  the  body.  How  many 
of  you  have  seen  water  pipes  ?  When  water  is  thrown  into  the 
sink,  where  does  it  go? — "Down  the  water  pipes."  What 
kind  of  pipes  carry  away  the  dirty  water? — "Waste  pipes." 
Look  at  the  veins  on  your  hands  and  wrists.  In  your  body  you 
have  good  blood  and  bad  blood ;  the  bad  blood  flows  through 
the  veins  ;  some  of  these  you  can  see  because  they  are  so  near 
the  surface  of  the  skin.  What  kind  of  blood  is  in  the  veins?  — 
"Bad  blood."  What  are  the  veins?— "  Pipes."  Pipes  for 
what?  —  "Pipes  for  the  bad  blood  to  pass  through."  What 
kind  of  blood  is  in  the  body  beside  good  blood? — "Bad  blood." 

Do  }'ou  think  that  it  would  be  well  for  the  good  blood  to  pass 
through  the  same  pipes  as  the  bad  blood?  Why  not? — "It 
would  be  made  bad."  There  are  other  pipes  which  earn-  the 
good  blood  through  the  bod}' ;  these  are  called  arteries.  These 


INTRODUCTORY   LESSONS. 


A,  the  heart ;   B,  the  lungs  ;   light  cross  lines,  arteries ; 
heavy  lines,  veins. 


10  THE   HUMAN   BODY. 

pipes  are  stronger  than  the  veins,  because  the  good  blood  in 
them  conies  directly  from  the  heart,  and  moves  as  fast  as  the 
heart  beats  ;  if  the  arteries  were  not  very  strong,  the}'  would 
burst,  and  then  the  heart-pump  would  soon  be  emptied  of  blood  ; 
they  are  placed  deep  below  the  surface  of  the  body,  to  keep 
them  from  getting  hurt ;  for,  when  an  artery  is  cut,  the  good 
blood  flows  out  so  fast  we  should  soon  bleed  to  death,  if  no  one 
were  near  to  tie  up  the  artery,  so  that  the  blood  could  not  come 
out,  or  spurt  out,  as  we  say  when  we  talk  about  the  way  the 
blood  flows  from  the  arteries. 

Lay  the  finger  of  your  left  hand  on  your  right  wrist.  What 
do  you  feel?  —  "Something  moving."  Who  sometimes  puts 
his  finger  on  your  wrist  when  you  are  ill?  —  "The  doctor." 
Why  does  he  place  his  hand  on  your  wrist?  —  "To  find  how 
sick  I  am  ;  to  find  m}-  pulse."  The  last  answer  is  usually  given 
by  some  child  ;  if  not,  we  tell  about  the  pulse,  giving  its  name, 
as  we  explain  that  it  is  a  large  artery  in  the  wrist,  so  near  the 
surface  that  we  can  easily  feel  its  beatings ;  that  it  beats  as 
fast  as  the  heart,  and  helps  the  doctor  to  find  out  how  fast  the 
heart  beats,  when  he  places  his  finger  on  the  wrist,  although  he 
does  not  touch  the  heart.  Put  your  hand  on  your  temples ; 
what  do  }"ou  feel?  —  "Something  beating."  That  something 
is  an  artery,  and  you  will  feel  another  if  you  place  your  finger 
on  the  side  of  }~our  head,  in  front  of  the  upper  part  of  your  ear. 

Touch  the  artery  in  your  wrist ;  the  arteries  of  your  temples  ; 
the  arteries  near  the  ears.  What  kind  of  blood  is  in  the 
arteries? — "Good  blood."  Grown  people  use  the  word  pure 
for  good,  so  what  may  you  call  the  good  blood  ?  — "  Pure 
blood."  What  carries  the  good  or  pure  blood  through  the 
body?  —  "The  arteries."  What  are  the  arteries?  —  "Pipes 
for  the  good  blood  to  pass  through."  What  carries  the  bad 
blood  through  the  body  ?  —  "  The  veins."  What  kind  of  blood 
is  in  the  veins? — "Bad  blood."  Grown  people  call  the  bad 
blood  impure  blood.  What  do  you  call  bad  blood?  —  "Impure 
blood."  What  do  you  mean  by  impure? — "Bad."  Then 
what  do  you  mean  by  impure  blood?  —  "  Bad  blood." 


INTRODUCTORY   LESSONS.  11 

We  explain  that  the  good  blood  passes  through  the  arteries 
t<>  every  part  of  the  body,  giving  to  each  part  something  to 
make  it  grow.  For  instance,  some  of  the  blood  goes  to  the 
arm  and  hand  ;  as  it  passes  along  it  gives  something  to  the 
bones  to  make  them  grow ;  something  to  the  flesh  to  make  it 
grow ;  something  to  the  skin  to  make  it  grow.  In  the  fingers 
it  gives  something  to  the  nails  to  make  them  grow.  Then  what 
does  the  blood  make  in  the  body? —  "  Bones,  flesh,  skin,  hair, 
and  nails." 

In  making  bones,  flesh,  skin,  hair,  and  nails  the  blood  becomes 
very  poor,  because  it  has  given  away  its  goodness,  so  it  is  not 
fit  to  make  the  body  grow  and  keep  it  alive ;  it  also  becomes 
bad  or  impure.  Raise  your  hands,  move  them ;  you  have  worn 
out  some  parts  of  your  hands  and  arms  in  moving  them.  When 
you  move  any  part  of  your  body  you  wear  out  some  of  its 
particles,  or  little  parts  finer  than  the  chalk  dust  which  you  can 
take  up  with  your  fingers. 

These  fine  little  parts  of  bones,  flesh,  and  skin,  which  are 
worn  out,  are  dead,  and  of  no  use  to  the  body,  so  the  blood 
helps  to  carry  them  away ;  this  makes  the  blood  dark  and 
thick ;  the  blood  has  also  given  away  its  goodness  to  make 
bones,  flesh,  hair,  skin,  and  nails  ;  it  is  no  longer  bright  and 
good  blood,  so  it  goes  into  the  veins,  where  it  moves  more  slowly 
than  it  did  in  the  arteries  ;  it  goes  through  the  veins  to  the  right 
side  of  the  heart,  but  the  heart  does  not  want  bad  blood,  so  it 
sends  it  to  the  lungs  to  be  made  good.  In  the  next  lesson  we 
will  tell  you  what  makes  the  bad  blood  good  in  the  lungs. 

A  chart  representing  the  Circulatory  Organs  is  generally 
shown  to  the  class  during  these  explanations -of  the  heart,  arte- 
ries, and  veins,  but  the  lessons  can  be  given  without  this  aid. 


12  TH10    II  I'M  AN     BODY. 

INTRODUCTORY   LESSONS  —  concluded. 

7.  The  Air  and  its  Use.  —  Put  your  hand  before  your  mouth; 
what  do  you  feel?— "Wind,  breath."  How  does  it  feel?  — 
"  Hot."  Where  does  it  come  from?  —  "  From  the  nose  ;  from 
the  mouth."  We  here  explain  more  fully  about  the  lungs, 
letting  the  children  cross  their  hands  on  their  chest,  to  feel  the 
motion  produced  in  this  part  of  the  body,  as  they  draw  a  deep 
breath  and  suddenly  let  it  out  of  the  mouth  and  nose. 

To  give  them  the  idea  of  air,  we  ask,  Why  do  we  open  the 
windows  in  our  class-room?  —  "For  the  wind  to  come  in." 
We  tell  them  that  what  they  call  wind  is  air  moving.  How 
does  the  air  come  into  the  room? —  "  It  blows  in."  By  refer- 
ring to  the  word  used  to  tell  how  water  moves,  they  soon  learn 
to  say,  "  Air  flows." 

Where  is  the  air?  —  "Out  doors."  Where  else?  Finding 
them  ignorant  of  the  presence  of  air  in  the  room,  we  direct 
them  to  move  their  hands  rapidly,  or  to  fan  with  their  aprons  ; 
thus  they  quickly  perceive  that  wind,  or  air,  is  in  the  room. 
We  show  them  two  boxes,  one  filled,  the  other  empty.  What 
is  in  this  empty  box?  —  "Nothing."  Nothing  which  you  can 
see,  but  there  is  air  in  it.  We  fill  a  glass  with  water ;  then  ex- 
plain that  the  air  must  go  out  as  the  water  is  poured  into  the 
tumbler.  We  empty  the  glass  and  ask,  What  has  taken  the 
place  of  the  water?  —  "The  air."  Thus  they  obtain  the  idea 
that  air  fills  all  vacant  places,  and  give  the  correct  answer, 
"  Everywhere,"  when  we  ask,  Where  is  the  air? 

To  teach  them  that  air  is  easily  moved,  we  let  them  stir  water 
in  a  glass  or  pail,  which  shows  that  this  fluid  is  easily  moved ; 
then  we  let  them  move  through  the  air,  rising,  sitting,  or  walk- 
ing, according  as  we  signal.  They  are  pleased  to  learn  that 
they  move  the  air  when  they  walk  or  run,  and  that  birds  move 
it  when  they  fly,  as  really  as  the  fishes  move  the  water  when 
they  swim. 

How  many  of  you  have  seen  a  river?  What  is  in  a  river? 
What  can  you  tell  about  the  water  of  a  river? —  "  It  moves." 


INTRODUCTORY    LESSONS.  13 

When  does  it  move? — "All  the  time."  Just  so  the  air  is 
always  moving,  although  you  cannot  see  it  as  you  can  the  water 
in  a  brook  or  river.  Fishes  swim  about  in  the  water  which  is 
always  moving,  so  people  walk  and  move  about  in  the  great 
ocean  of  air  which  is  always  moving  around  them.  When  do 
you  feel  the  air  move?  —  "When  the  wind  blows  hard  ;  when 
I  fan  myself  ;  when  I  move  veiy  fast ;  when  any  one  moves  fast 
where  I  am."  What  have  you  learned  about  where  the  air  is? 
—  "Air  is  everywhere."  What  have  you  learned  about  the 
way  air  moves? —  "  It  moves  easily  ;  it  moves  all  the  time." 

The  presence  of  the  air,  its  easy  and  constant  motion,  and 
the  word  employed  to  express  the  motion  having  been  taught, 
they  readily  understand  that  the  ever-moving  air  which  they 
cannot  see  flows  through  the  open  doors  of  the  nose,  and 
enters  the  back  of  the  mouth. 

We  next  tell  them  of  the  windpipe,  with  its  little  trap-door  to 
keep  food  or  drink  from  entering  the  lungs ;  that  the  lungs  are 
the  parts  into  which  the  heart  sends  the  bad  blood,  and  into 
which  the  air  goes  to  make  the  bad  blood  bright,  red,  good 
blood  ;  that  the  air  is  made  bad  or  impure  while  it  is  doing  this 
work  for  the  blood,  and  that  the  lungs  send  it  out  through  the 
wind-pipe,  the  nose,  and  the  mouth ;  that  the  bad  air  mixes 
with  the  air  around  us  and  makes  it  impure,  so  we  must  open 
the  windows  and  doors  for  ventilation,  and  take  recesses,  that 
the  air  in  the  room  may  be  well  purified. 

What  do  you  breathe  through? — "My  nose  and  mouth." 
' '  I  breathe  through  my  nose  and  mouth ' '  is  printed  on  the 
board.  Into  what  do  you  take  the  air? — "Into  my  lungs." 
"And  take  the  air  into  nry  lungs"  completes  this  portion  of 
the  formula,  which  is  repeated  by  the  children,  who  touch  the 
nose  and  mouth  with  the  right  hand,  and  cross  the  hand  upon 
the  chest  over  the  lungs,  as  nose,  mouth,  and  lungs  are  men- 
tioned. 

In  the  last  lesson,  you  learned  that  the  heart  sends  the  bad 
blood  to  the  lungs.  What  makes  the  bad  blood  good  in  the 
lungs  ?  —  "  The  air."  Yes,  the  air  gives  the  blood  something  to 


14  THE   HUMAN   BODY. 

make  it  pure ;  the  lungs  send  it  back  to   the  heart ;  then  the 
heart  sends  the  good  blood  to  the  different  parts  of  the  body. 

8.  Against  Tobacco. —  The  children  have  been  taught  the 
injurious  effects  resulting  from  drinking  alcoholic  liquors  ;  they 
are  now  ready  to  understand  what  we  teach  about  tobacco 
poison. 

They  recognize  the  tobacco,  snuff,  cigars,  and  cigarettes 
which  we  show,  for  many  of  them  are  but  too  familiar  with  the 
use  made  of  these  vile  articles. 

If  they  do  not  already  know,  the}'  are  taught  from  what 
tobacco  is  obtained,  and  how  it  came  to  be  used  by  civilized 
people ;  of  the  poison  it  contains,  and  what  harm  it  does  to  all 
who  chew,  snuff,  or  smoke,  especially  if  the}*  are  children.  See 
teachings  about  Tobacco  in  the  Appendix. 

At  the  conclusion  of  these  lessons,  the  children  are  ready  to 
give  intelligent  answers  to  the  questions  of  this  grade.  After- 
ward, we  teach  them  the  words  we  have  chosen  them  to  use  in 
their  replies,  and,  by  frequent  repetitions  of  the  questions,  help 
them  not  only  to  remember,  but  to  be  prompt  and  accurate, 
when  examined  concerning  the  facts  they  have  learned. 


FORMULA  FOR  INTRODUCTORY  LESSONS. 

1.  My  body  is  built  of  bones  covered  with  flesh  and  skin ;  the  blood 
flows  through  it,  all  the  time,  from  the  heart.     I  breathe  through  my 
nose  and  mouth,  and  take  the  air  into  the  lungs. 

2.  The  parts  of  my  body  are  the  head,  the  trunk,  the  limbs. 

3.  My  head.                           My  nose.  My  two  hands. 
The  crown  of  my  head.  My  two  cheeks.  My  trunk. 
The  back  of  my  head.     My  mouth.  My  back. 
The  sides  of  my  head.     My  chin.  My  two  sides. 
My  face.                            My  two  ears.  My  chest. 

My  forehead.  My  neck.  My  two  legs. 

My  two  temples.  My  two  shoulders.  My  two  knees. 

My  two  eyes.  My  two  arms.  My  two  feet. 

I  am  sitting  erect. 


INTRODUCTORY   LESSONS.  15 


QUESTIONS    FOR    THE    FORMULA. 

1.  Tell  about  your  body. 

2.  Name  and  touch  the  parts  of  the  body. 

3.  Name  aud  touch  the  parts  of  the  head,  trunk,  and  limbs. 


DIRECTIONS    FOR    TOUCHING. 

The  teacher  always  touches  with  the  hand  opposite  to  that  which 
the  children  are  required  to  use. 

The  right  hand  of  each  child  is  placed  over  the  heart,  as  the  latter 
is  mentioned  ;  also  upon  the  nose  and  mouth,  as  these  are  named. 

The  hands  are  crossed  over  the  lungs. 

Both  hands  are  used  to  touch  the  head,  trunk,  and  limbs;  also  to 
touch  each  part  of  these  members,  as  it  is  mentioned. 

N.B.  —  In  developing  Section  1  begin  with  "  My  head,  the  crown  of 
my  head,  etc."  Section  2  with  "  The  parts  of  my  body,  etc."  Section 
3,  "My  body  is  built  of  bones."  Section  4,  "  I  breathe  through,  etc." 
In  review  recitations,  these  sections  are  recited  in  the  order  given  in 
the  Formula  for  Introductory  Lessons. 

QUESTIONS    ON    THE    INTRODUCTORY    LESSONS. 

Of  what  is  the  body  built  ?—  "  Of  bones." 

What  covers  the  bones  ? —  "  Flesh." 

What  covers  the  flesh  ?  — ' '  Skin.' ' 

What  flows  through  the  body  ?  —  "  Blood." 

Where  does  the  blood  flow  from  ? —  "  The  heart." 

When  does  the  blood  flow  from  the  heart  ? —  "  Every  time  the  heart  beats." 

Show  with  your  hand  how  the  heart  beats. 

When  does  the  heart  beat  ?  —  "  All  the  time." 

What  happens  when  the  heart  stops  beating  ? —  "  We  die." 

What  do  you  see  on  the  back  of  your  hand,  beneath  the  skin  ?  —  "  Veins." 

What  is  in  the  veins  ?  —  "  Bad  blood." 

What  are  the  veins  ? —  "  Pipes  for  the  bad  blood  to  pass  through." 

Where  do  the  veins  carry  the  bad  blood  ?  — "  To  the  heart." 

Where  does  the  heart  send  the  bad  blood  ?  —  "  To  the  lungs." 

What  happens  to  the  bad  blood  when  in  the  lungs?  —  "  It  is  made  pure." 

What  makes  the  bad  blood  pure  ?—  "  The  air." 

How  does  the  air  get  into  the  lungs? — "Through  my  nose,  mouth,  and 
windpipe." 

What  is  breathing  ? —  "  Letting  the  air  into  and  out  of  my  lungs,  through 
my  nose,  mouth,  and  windpipe." 

When  do  you  breathe  ?  —  "  All  the  time." 


OFTHE 

UNIVERSITY 

OF 


16  THE   HUMAN    BODY. 

What  do  you  breathe  ?  —  "  Air." 

What  do  you  breathe  through  ? —  "  My  nose,  mouth,  and  windpipe." 

Where  do  you  get  the  air  ?—  "  Everywhere." 

Where  do  the  lungs  send  the  pure  blood  ?  —  "  To  the  heart." 

Where  does  the  heart  send  the  pure  blood  ?  —  "  All  through  the  body." 

How  does  the  heart  send  the  pure  blood  through  the  body?  —  "Through 
pipes  called  arteries." 

What  kind  of  blood  passes  through  the  arteries  ?  —  "  Pure  blood." 

What  kind  of  blood  passes  through  veins  ?—"  Impure  blood." 

What  carries  the  pure  blood  through  the  body  ?  —  "  The  arteries.' ' 

What  carries  the  impure  blood  through  the  body  ?  —  "  The  veins." 

What  makes  blood  ?  —  "  Food  and  drink." 

What  is  food  ?  —  "  Anything  good  to  eat." 

What  is  drink  ?  —  "  Anything  good  to  drink." 

Name  some  kinds  of  wholesome  food.  —  "  Meat,  potatoes,  oranges,  apples, 
etc." 

Name  some  kinds  of  wholesome  drink.  —  "  Water,  milk,  lemonade,  etc." 

What  do  you  mean  by  wholesome  food?  —  "Food  that  will  make  good 
blood." 

What  do  you  mean  by  wholesome  drink  ?  — ' '  Drink  that  will  make  good 
blood." 

What  does  the  blood  make  ?  —  "Bones,  flesh,  skin,  hair,  nails,  and  carti- 
lage."* 

What  use  is  the  blood  to  the  body  ? —  "It  makes  the  body  grow,  and  keeps 
it  alive." 

Name  some  kinds  of  poisonous  drinks.  —  "  Rum,  brandy,  ale,  cider,  etc." 
"^  What  do  you  mean  by  poisonous  drinks  ?  —  "  Drinks  which  hurt  or  poison 
the  body." 

Why  do  you  say  that  rum  and  the  other  drinks  you  haye  named  are  poison- 
ous ?  —  "  Because  they  do  harm  to  every  part  of  the  body." 

Which  part  do  they  hurt  most  ?  —  "  The  head  or  brain." 

What  harm  do  they  do  to  the  brain  ? —  "  They  make  it  unfit  to  do  its  work." 

What  work  does  the  brain  do  ?—  "  Thinking." 

Then  what  harm  do  rum,  brandy,  wine,  and  these  other  drinks  do  to  the 
brain ?  —  "  They  make  it  unfit  to  think." 

What  other  poison  do  some  people  use  ?  —  "  Tobacco." 

When  do  children  use  tobacco  ?—  "  When  they  chew  tobacco  ;  when  they 
smoke  cigars  or  cigarettes." 

How  much  does  tobacco  poison  hurt  children  ?  —  "  More  than  it  hurts  any- 
body else." 

In  what  way  does  it  hurt  children?  —  "It  keeps  children  from  growing 
fast;  from  being  strong  and  healthy;  and  from  learning  as  well  as  they  ought." 

How  does  it  do  all  this  mischief  to  children  ?—  "  It  poisons  their  lungs, 
their  heart  and  blood,  and  their  brain." 

*  Cartilage  is  not  mentioned  in  the  Introductory  Grade. 


INTRODUCTORY   LESSONS. 


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PART  II. 

THE     LIMBS. 


THE  development  of  this  section  proceeds  somewhat  as  fol- 
lows :  The  children  are  asked,  How  many  limbs  have  you  ?  — 
"Four."  Which  are  your  limbs? — "My  arms  and  legs." 
How  many  arms  and  legs  have  you? — "Two."  Then  what 
may  you  say  are  your  limbs  ?  —  "  My  limbs  are  my  two  arms 
and  my  two  legs." 

1.  The  Arm  and  its  Parts.  — The  attention  of  the  class  is 
directed  to  a  jointed  doll,  and  asked,  Why  do  you  like  a  jointed 
doll? — "  Because  it  can  be  bent;  because  its  arms  and  legs 
can  be  bent."  —  How  mairy  pieces  or  parts  has  the  doll's  arm? 
—  "Two."  How  many  parts  has  your  own  arm? — "Two 
parts."  What  ma}'  you  say  about  your  arm  when  asked  about 
its  parts?  —  "  My  arm  has  two  parts."  What  would  3*011  name 
the  part  near  the  shoulder? — "The  top  arm."  What  do  you 
call  the  top  story  of  a  house?  —  "  The  upper  story."  Why  do 
3*ou  call  it  the  upper  story?  —  "  Because  it  is  up  stairs."  Yes, 
upper  means  up;  what  may  you  call  your  top  arm?  —  "The 
upper  arm."  Why  do  you  call  it  the  upper  arm?  —  "Because 
it  is  at  the  top  part  of  the  arm."  If  the  top  part  of  the  arm  is 
called  the  upper  arm,  what  may  you  call  the  other  part  of  the 
arm? — "The  lower  arm."  We  bid  the  children  bend  the 
right  arm  at  the  elbow,  and  move  it  backward  and  forward  in 
front  of  the  chest ;  then  lead  them  to  notice  that  this  part  of 
the  arm  is  always  in  front,  never  turned  backward  at  the  elbow 
joint,  so  it  is  named  "  forearm,"  which  means  the  arm  in  front 
of  the  upper  arm. 


THE    LIMP.S.  19 

How  manj"  parts  did  you  say  your  arm  has? — "  My  arm  has 
two  parts."  This  statement  is  printed  upon  the  board.  You 
may  touch  the  parts  of  your  right  arm  with  your  left  hand,  and 
name  each  part  as  you  touch  it.  —  "My  upper  arm,  my  fore- 
arm." This  clause  is  added  to  the  one  already  printed,  and 
completes  the  portion  of  the  formula  :  ' '  My  arm  has  two  parts  : 
my  upper  arm,  my  forearm." 

Tell  again  why  you  like  a  jointed  doll  ?  —  "  Because  its 
arms  and  legs  ma}'  be  bent."  In  how  many  places  ma}*  the 
arm  of  the  doll  be  bent?  —  "  In  two  places."  Where  are  these 
places? — "At  the  shoulder  and  the  elbow."  What  do  you 
call  these  places  where  the  arm  may  be  bent?  —  "  Joints."  If 
the  class  cannot  give  the  term  "joints,"  we  ask  what  name  is 
given  to  the  place  where  two  pieces  of  wood  are  joined  together, 
and  usually  receive  the  desired  answer,  —  "A  joint."  Then 
what  may  you  call  the  place  where  two  parts  of  the  arm  are 
joined  together? — "A  joint."  Where  are  the  upper  arm  and 
the  forearm  joined?  —  "At  the  elbow."  What  name  will  you 
give  to  the  joint  at  the  elbow? —  "  Elbow  joint." 

Where  is  the  upper  arm  joined  to  the  trunk?- — -"At  the 
shoulder."  What  name  will  yon  give  to  the  joint  at  the 
shoulder?  —  "Shoulder  joint."  How  many  joints  has  the  doll's 
arm? — "Two  joints."  Name  them,  beginning  at  the  top 
joint.  —  "  The  shoulder  joint,  the  elbow  joint."  What  may  be 
done  with  the  arm  at  these  joints?  —  "It  maybe  bent."  Of 
what  use  are  the  joints  of  the  arm? — "To  bend  the  arm." 
How  many  of  3*011  would  like  an  arm  without  any  bending 
places?  Not  any  one  !  Why  not? —  "  It  could  not  be  bent." 

Hold  your  arm  out  without  bending  it  at  the  elbow  ;  raise  it 
above  your  head  ;  touch  the  top  of  3*0111*  head  without  bending 
your  wrist  or  elbow.  These  experiments  help  the  children  to 
realize  how  useless  an  arm  with  no  joints  (that  is,  an  arm  having 
only  one  part)  would  be  to  them,  and  make  them  leel  that  even 
the  joints  of  their  arms  are  something  for  which  to  be  thankful 
to  God  their  Creator. 

What  may  37ou  do  with  your  arm  at  the  joints?  —  "  Bend  it." 


20  THE   HUMAN   BODY. 

What  are  these  joints? — "Places  where  we  bend  the  arm; 
bending  places."  How  many  joints  or  bending  places  has  the 
doll's  arm? — "Two."  How  many  has  your  own  arm?  The 
children  look  at  their  own  arms  and  tell  us,  "Three."  How 
many  more  joints  has  your  arm  than  the  ^vm  of  the  doll?  — 
"  One  more."  Where  is  the  joint  on  yoiu  .,.^1  which  is  not  on 
the  doll's  arm? — "At  the  wrist."  What  name  will  you  give 
to  this  joint? —  "  Wrist  joint."  What  may  you  say  about  your 
arm  when  you  tell  about  the  number  of  its  joints  ?  —  "  My  arm 
has  three  joints."  This  statement  is  printed  upon  the  board. 

Touch  the  joints  of  your  right  arm  with  the  fingers  of  your 
left  hand,  beginning  at  the  top  joint,  and  name  each  joint  as 
you  touch  it.  The  children  give  the  names,  which  are  added  to 
the  words  already  printed.  You  may  read  from  the  board  what 
you  have  told  about  your  arm.  —  "  My  arm  has  two  parts  :  my 
upper  arm,  my  forearm  ;  and  three  joints  :  my  shoulder  joint, 
my  elbow  joint,  my  wrist  joint."  Again  we  show  the  class  how 
to  touch  when  the  parts  of  the  arm  and  the  joints  are  named ; 
then  let  the  children  repeat  the  formula,  with  the  appropriate 
touching,  until  it  is  perfectly  memorized  by  them. 

2.  The  Hand  and  its  Parts. — We  place  a  ball  in  a  child's 
hand,  saying,  Tell  what  you  can  do  with  this  ball? — "  I  can 
throw  it ;  I  can  catch  it ;  I  can  hold  it."  How  can  you  move  a 
pail  of  water  with  your  hand? — "I  can  lift  it."  What  can 
you  do  with  a  bell-rope?  —  "  I  can  pull  it."  What  can  you  do 
with  your  hand  when  you  place  it  upon  different  things?  —  "  I 
can  feel  with  it."  If  you  can  hold  with  your  hands,  for  what 
ma}'  you  say  your  hands  are  used?  —  "  My  hands  are  used  for 
holding."  For  what  else  may  your  hands  be  used?  —  "For 
throwing,  catching,  lifting,  pulling,  pushing,  feeling."  From 
these  replies  the  formula  is  constructed  :  "  M}~  hand  is  used  in 
holding,  throwing,  catching,  and  feeling,"  which  1s  repeated  as 
the  children  extend  the  right  hand,  and  hold  the  right  wrist 
with  the  left  hand. 

The  children  are  taught  to  name  the  front  part  of  the  hand, 


THE  LLMIJS.  21 

the  palm  of  the  hand,  and  to  clap  when  it  is  mentioned  ;  also 
to  touch  the  back  of  the  hand  gently  without  making  any 
sound. 

What  are  at  the  ends  of  your  hands  ?  —  "  My  fingers."  How 
many  fingers  have  von  on  one  hand? —  "  Five."  Look  at  what 
you  call  your  fr  ^ers,  and  notice  whether  they  are  alike  or 
different.  What  do  you  think  about  them?  —  "  They  are  not 
all  the  same  length."  What  is  the  shortest  one  called?  — 
"The  thumb."  How  many  are  always  culled  fingers?  — 
"Four."  Then  what  have  you  on  each  hand? — "A  thumb 
and  four  fingers." 

We  next  let  the  children  pass  their  thumbs  in  front  of  each  of 
their  fingers,  then  try  to  do  the  same  with  their  other  fingers, 
which  they  find  to  be  impossible.  We  explain  that  this  pecu- 
liarity about  the  thumb  makes  it  possible  for  us  to  use  our 
hands  in  many  different  wra}rs,  especially  in  picking  up  objects 
and  holding  them  ;  that  without  the  thumb  we  could  not  button 
or  unbutton  gloves  or  anything  else  ;  indeed,  the  hand  would 
be  quite  useless  if  we  had  no  thumb. 

How  many  thumbs  has  a  dog? —  "  None."  Can  a  dog  pick 
up  things  with  his  paws?  What  does  he  use  to. take  hold  of 
things? — "His  mouth  and  teeth."  What  does  an  elephant 
use  for  hands?  —  "His  trunk."  What  does  a  monkey  use  to 
hold  on  with  when  he  is  climbing?  —  "His  four  feet."  The 
children  are  surprised  when  they  learn  that  what  they  have 
called  feet  are  the  four  hands  of  the  monkey,  each  having  a 
thumb  similar  to  that  on  our  hands,  so  that  the  monkey  can 
take  hold  with  its  four  hands  somewhat  as  we  do  with  two. 

The  name  of  each  of  the  fingers  is  next  given,  according  to 
the  formula ;  the  forefinger,  because  it  is  in  front  of  the  other 
fingers  in  the  line  between  the  thumb  and  fingers  ;  the  middle 
finger,  because  in  the  middle  of  the  fingers  ;  the  ring  finger, 
where  the  ring1  is  placed  ;  the  little  finger,  the  smallest  of  the 
fingers.  In  naming  the  fingers,  the  children  place  the  left  hand 
at  the  thumb  of  the  right  hand,  and  pass  it  around  the  outside 
of  all  the  fingers  to  the  thumb  again,  as  they  say,  "My  fin- 


99 


THE    HUMAN   BODY. 


gers "  ;  then  they  touch  and  move  the  thumb  and  each  finger 
successively. 

Raise  your  hand's,  open  and  close  them  very  quickly.  What 
do  3'ou  name  the  parts  of  the  fingers  where  you  can  bend  them  ? 
—  "  Finger  joints  and  knuckles."  What  do  you  call  the  end 
of  a  pointer? —  "  The  point,  the  tip."  What  may  you  call  the 
ends  of  your  fingers? — "The  tips  of  my  fingers."  What  do 
you  see  on  the  back  of  your  hands  beneath  the  skin?  — 
"Veins."  Look  at  the  lower  part  of  your  thumb;  what  do 
you  notice  about  it?  —  "  It  is  fat;  it  is  thick."  We  show  them 
a  portion  of  the  surface  of  the  ball,  and  lead  them  to  call  the 
fleshy  part  at  the  base  of  the  thumb,  the  ball  of  the  thumb, 
because  it  is  curved  somewhat  like  a  part  of  a  ball. 

Why  would  you  not  like  to  wear  very  tight  kid  gloves  all  the 
time? — "They  would  hurt;  we  could  not  move  our  hands 
every  way."  Why  not?  —  "We  could  not  bend  our  fingers 
without  tearing  the  glove."  Look  at  your  hand  ;  what  is  under 
the  flesh  and  skin? — "Bones."  Yes,  and  the  flesh  and  skin 
cover  these  bones  somewhat  as  a  glove  covers  the  hand.  What 
would  be  the  trouble  if  the  flesh  and  skin  wrere  drawn  very 
tightly  over  the  bones  of  the  hand? — "I  could  not  move  my 
fingers  very  easily."  What  do  you  see  on  the  palms  of  the 
hands?  —  "Lines."  On  what  other  parts  of  the  hand  do  you 
see  lines? — "On  the  fingers."  Upon  which  part  of  the  fin- 
gers?—  "On  the  joints."  Partly  close  your  hands;  what  do 
you  notice  about  these  lines? —  "  The  flesh  is  bent  at  the  lines." 
What  may  3-011  say  when  you  tell  about  the  lines? —  "  The  lines 
show  where  the  flesh  is  bent."  We  teach  that  GcJ  has  given 
us  our  wonderful  hands  to  enable  us  to  help  ourselves;  that 
they  should  be  kept  clean  ;  that  they  must  not  be  used  in  fight- 
ing or  stealing,  but  in  doing  acts  of  kindness  and  usefulness. 

"  Hands  were  made  to  be  useful, 
If  you  teacli  them  the  way  ; 
Therefore  for  yourself  or  neighbor 
Make  them  useful  every  day." 


THE  LIMBS.  23 

3.  The  Parts  of  the  Leg  and  Foot.  —  The  parts  and  joints  of 
the  leg  and  foot  are  taught  in  about  the  same  manner  as  those 
of  the  arm  and  hand;  then  touched  and  named  according  to  the 
formula.  A  shoe  is  very  useful  for  illustrating  the  parts  of  the 
foot,  and  a  jointed  doll  for  those  of  the  limbs. 


THE  JOINTS. 

(The  following  Lesson  is  usually  taught  after  the  Lessons  on  the  Bones.) 

How  many  parts  has  the  arm? —  "  Two."  How  many  joints 
has  the  arm?  —  "Three."  How  many  parts  has  the  leg?  — 
"Two."  How  many  joints  has  the  leg?  —  "Three."  What 
are  joints?  —  "  Bending  places."  Raise  your  right  hand  ;  move 
it  backward  and  forward  at  the  wrist.  Move  your  arm  up  and 
down  at  the  elbow.  Open  the  desk ;  move  the  lid  up  and 
down.  What  enables  you  to  move  the  desk  lid? — "Its 
hinges."  What  has  the  arm  instead  of  hinges?  —  "Joints." 
How  can  you  move  the  desk  lid?  —  "Up  and  down."  How 
may  you  move  the  door? — "Backward  and  forward."  How 
can  you  move  your  hand  at  the  wrist,  or  your  arm  at  the  elbow  ? 
—  "Up  and  down,  backward  and  forward."  What  enables 
you  to  move  your  arm  at  these  places? —  "  The  joints."  What 
are  the  joints  like  in  the  way  they  work?  —  "Hinges."  We 
talk  about  the  formation  of  the  wrist  joint,  illustrating  the  fit- 
ting of  the  bones  together  and  their  motions  upon  each  other, 
by  fitting  the  fingers  together  and  moving  them  backward  and 
forward ;  then  ask.  What  will  you  call  the  wrist  joint  because 
of  the  way  you  can  move  it?—  "  A  hinge  joint." 

Which  of  the  other  joints  of  the  body  are  hinge  joints  ?  After 
thinking  awhile  the  children  reply,  "  The  finger  joints,  the  knee 
joints,  the  ankle  joints,  the  toe  joints/'  Why  do  you  call 
these  joints  hinge  joints? —  "Because  they  move  like  hinges." 


24  THE   HUMAN   BODY. 

How  may  3*011  move  your  arm  at  the  shoulder  ?  —  "  Up  and 
down,  backward  and  forward;  round  and  round."  A  few  ex- 
periments show  the  children  that  the  arm  may  be  moved  at  the 
shoulder  as  it  cannot  be  at  the  wrist  and  the  elbow.  Then  we 
show  them  a  cup  and  ball,  and  an  old-fashioned  jointed 
wooden  doll ;  with  these  we  explain  the  formation  of  the  upper 
part  of  the  upper  arm,  also  the  cavity  of  the  shoulder  which 
receives  it ;  we  ask,  What  kind  of  a  joint  is  the  shoulder  joint? 
—  "A  ball-and-cup  joint,"  is  the  ready  reply.  After  substi- 
tuting the  word  socket,  we  obtain  the  amended  answer,  "A 
ball-and-socket  joint." 

How  can  you  show  that  the  shoulder  joint  is  a  ball-and-socket 
joint? —  "  By  moving  my  arm  in  every  direction." 

Then  why  do  you  call  the  shoulder  joint  a  ball-and-socket 
joint? — "  Because  it  moves  like  a  ball  in  a  socket."  Which 
are  the  ball-and-socket  joints?  —  "  The  shoulder  joint,  and  the 
hip  joint." 

From  the  explanation  already  given,  the  children  are  pre- 
pared with  a  little  assistance  to  describe  the  two  kinds  of  joints 
of  which  they  have  learned.  See  Questions  on  the  Joints  and 
Parts  of  the  Limbs. 

The  positions  of  the  various  parts  are  easily  obtained  from 
the  children ;  it  is  not  necessaiy,  therefore,  to  show  the  method 
of  development ;  the  result  will  be  found  in  the  replies  to  the 
Questions  to  which  we  have  referred. 


FORMULA  FOR  THE  PARTS  AND  JOINTS  OF 
THE  BODY. 

1.  My  limbs  are  my  two  arms  and  my  two  legs» 

2.  My  arm  has  two  parts  : 

my  upper  arm,  my  fore-arm ; 

and  three  joints : 

my  shoulder  joint,  my  elbow  joint, 

my  wrist  joint. 


THE  LIMBS.  25 

3.  My  hand  is  used  in  holding,  throwing,  catching,  and  feeling : 

the  palm  of  my  hand,  my  little  finger, 

the  back  of  iny  hand,  my  knuckles, 

my  fingers,  my  finger  joints, 

my  thumb,  my  nails, 

my  forefinger,  the  tips  of  my  fingers, 

my  middle  finger,  tin'  veins, 

my  ring  finger,  the  ball  of  my  thumb, 
and  the  lines  where  the  flesh  is  bent. 

4.  My  leg  has  two  parts  : 

my  thigh,  and  my  lower  leg ; 

and  three  joints : 

my  hip  joint,  my  knee  joint, 

my  ankle  joint. 

5.  My  foot  is  used  in   standing,   walking,  running,  skating,  and 
jumping : 

my  instep,  the  hollow, 

my  toes,  the  heel, 

the  sole  of  my  foot,  my  toe  joints, 

the  ball,  and  my  toe  nails, 

which  protect  my  toes. 


QUESTIONS   FOR   THE   FORMULA. 

1.  Which  are  your  limbs  ? 

2.  Tell  about  your  arm. 

3.  Tell  about  your  hand. 

4.  Tell  about  your  leg. 

5.  Tell  about  your  foot. 


DIRECTIONS  FOR  TOUCHING. 

The  hands  are  crossed  to  touch  the  arms,  and  not  crossed  when  the 
legs  are  touched. 

In  describing  the  arm,  the  left  arm  is  extended,  and  its  parts  and 
joints  are  touched  with  the  right  hand  as  each  is  mentioned. 

The  left  hand  is  extended  and  held  at  the  wrist  with  the  right  hand 
as  the  use  of  the  hand  is  described. 

The  children  clap  when  the  palm  is  named  ;  turn  the  back  of  the 
hand  upwTard  and  touch  it ;  pass  the  right  hand  around  the  fingers  of 


26  THE    HUMAN   BODY. 

the  left  hand,  beginning  with  the  thumb;  and  touch  each  finger  with 
the  right  index  finger.  The  knuckles,  finger  joints,  nails,  tips  of  the 
fingers,  veins,  ball  of  the  thumb,  and  lines  where  the  flesh  is  bent  are 
also  touched  with  the  same  index  finger  as  each  is  named. 

Before  describing  the  leg  and  foot,  the  children,  at  a  given  signal 
from  the  teacher,  place  the  left  leg  over  the  right  knee,  then  put  the 
left  hand  in  the  lap,  and  touch  with  the  right  hand  as  each  part  and 
joint  is  mentioned. 

They  sit  erect  as  they  tell  the  use  of  the  foot,  then  bend  very  slightly 
forward  to  touch  its  parts  with  the  right  hand,  which  is  passed  down 
the  instep,  across  the  toes,  along  the  sole,  over  the  ball,  in  the  hollow, 
around  the  heel,  and  across  the  toe  nails.  As  the  clause  "  which  pro- 
tect my  toes  "  is  repeated,  the  children  resume  the  erect  posture. 


QUESTIONS  ON   THE   LIMBS  AND   JOINTS   OF   THE   BODY. 

Touch  and  name  the  parts  of  your  body.  —  "The  head,  the  trunk,  the 
limbs." 

Touch  and  name  the  parts  of  your  head. 

Touch  and  name  the  parts  of  your  trunk. 

What  is  the  trunk  of  your  body  ?  —  "  All  the  body  but  the  head  and  limbs." 

Which  are  your  limbs  ?  —  "  My  two  arms  and  my  two  legs." 

How  many  limbs  have  you  ? —  "  Four." 

How  many  parts  has  your  arm?  —  "Two  parts:  my  upper  arm  and  my 
forearm." 

How  many  parts  has  your  leg  ?  —  "  Two  parts:  my  thigh  and  my  lower  leg." 

How  many  joints  has  your  arm  ? —  "Three  joints:  my  shoulder  joint,  my 
elbow  joint,  my  wrist  joint." 

How  many  joints  has  your  leg? —  "Three  joints:  my  hip  joint,  my  knee 
joint,  my  ankle  joint." 

What  are  joints  ?  —  "  Bending  places." 

How  many  kinds  of  joints  have  you  ?  —  "  Two:  hinge  joints,  and  ball-and- 
socket  joints." 

What  kind  of  a  joint  is  the  shoulder  joint  ? —  "  A  ball-and-socket  joint." 

Why  do  you  call  the  shoulder  joint  a  ball-and-socket  joint? —  "  Because  at 
the  shoulder  the  arm  may  move  in  any  direction."* 

Tell  how  the  shoulder  joint  is  made.  —  "  The  upper  end  of  the  bone  of  the 
upper  arm  is  rounded  and  fastened  in  a  hollow  place  called  a  socket." 

Which  of  the  joints  of  the  arm  and  hand  are  hinge  joints?  —  "  The  elbow 
joint,  the  wrist  joint,  the  thumb  joint,  the  finger  joints." 

Which  of  the  joints  of  the  leg  and  foot  are  hinge  joints?  —  "The  knee 
joint,  the  ankle  joint,  the  toe  joint." 

Which  of  the  joints  of  the  leg  is  a  ball-and-socket  joint?—  "The  hip 
joint." 


THE  LIMBS.  27 

Where  is  the  heel  ?  —  "  At  the  hack  part  of  the  foot." 

Where  is  the  hall  of  the  foot?  —  "  On  the  sole  of  the  foot,  behind  the  great 

toe." 

Where  is  the  hollow  of  the  foot?  —  "  In  the  middle  of  the  sole  of  the  foot." 

Where  is  the  sole  of  the  foot  ?  —  "  On  the  bottom  of  the  foot." 

Where  is  the  instep?  —  "Between  the  ankle  joint  and  the  toes." 

Where  is  the  lower  leg  ?  —  "  Between  the  knee  joint  and  the  ankle  joint." 

Where  is  the  thigh  ?  —  "  Between  the  hip  joint  and  the  knee  joint." 

Where  is  the  upper  arm?  —  "Between  the  shoulder  joint  and  the  elbow 

joint." 

Where  is  the  forearm  ?  —  "Between  the  elbow  joint  and  the  wrist  joint." 
Where  are  the  toe  joints  ?  —  "Between  the  parts  of  the  toes." 
Where  are  the  finger  joints  ?  —  "  Between  the  parts  of  the  fingers." 
Where  is  the  ankle  joint  ?  —  "Between  the  lower  leg  and  the  foot." 
Where  is  the  knee  joint  ?  —  "  Between  the  thigh  and  the  lower  leg." 
Where  is  the  hip  joint?  —  "Between  the  trunk  and  the  thigh." 
Where  is  the  wrist  joint?  —  "  Between  the  forearm  and  the  hand." 
Where  is  the  elbow  joint  ? — "  Between  the  upper  arm  and  the  forearm." 
Where  is  the  shoulder  joint  ?  —  "  Between  the  trunk  and  the  upper  arm." 
Where  are  the  tips  of  the  fingers  ?  —  "At  the  ends  of  the  fingers." 
Where  is  the  ball  of  the  thumb? —  "  On  the  palm  of  the  hand  below  the 

thumb." 

Where  is  the  palm  of  the  hand  ?  —  "  On  the  inside  of  the  hand,  between  the 

wrist  and  fingers." 


28 


THE   HUMAN   BODY. 


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30 


THE   HUMAN   BODY. 


1.  The  skull. 

2.  The  spine. 

3.  The  ribs. 

4.  The  breastbone. 

o.  The  shoulder  blades. 

6.  The  collar  bones. 

7.  The  bone  of  the  upper  arm. 


THE   SKELETON. 

8.  The  bones  of  the  forearm, 

9.  The  bones  of  the  wrist. 

10.  The  bones  of  the  fingers. 

11.  The  bone  of  the  thigh. 

12.  The  bones  of  the  lower  leg. 

13.  The  bones  of  the  ankle. 

14.  The  bones  of  the  toes. 


15.  The  kneepan. 


PART  III. 

THE   BONES   OF   THE   BODY. 


1.  Introductory. — Of    what   is    your    body   built? — "  Of 
bones."     How   do  your  bones  feel  to   the  touch?  —  "Hard." 
You  may  make  a  sentence  telling  about  your  bones.  —  "My 
bones  are  hard." 

These  words  are  printed  on  the  board.  Are  your  bones  all 
of  the  same  size  ?  A  correct  answer  to  this  question  is  obtained 
after  the  children  have  felt  the  bones  of  their  fingers  and  arms. 
Are  all  your  bones  of  the  same  shape  ?  After  feeling  those 
of  the  head  and  arms,  they  usually  reply,  "  Some  are  curved, 
some  are  like  a  cylinder."  Of  what  use  do  you  think  your 
bones  are  to  your  bod}'? — "They  make  my  body  strong." 
The  answer  is  printed  as  given,  and  the  children  read  the  entire 
sentence,  "  My  bones  are  hard  ;  they  make  my  body  strong." 

2.  Bones  of  the  Head. — We  show  the  class  a  dog's  or  a 
sheep's  skull,  and  ask,  What  is  this?  —  "  A  skull."    Of  what 
is  it  made? —  "  Of  bone."     To  what  part  of  the  dog  or  sheep 
did  it  belong?  —  "  To  the  head."     Touch  your  skull.     What  is 
your  skull?  —  "  The  head  ;  the  bony  part  of  my  head."     What 
other  bone  belongs  to  your  head  ?     By  placing  the  hand  upon 
the  chin,  while  opening  and  closing  the  mouth  several  times, 
some  of  the  children  discover  what  they  usually  call  "  the  chin- 
bone."     If  we  find  the}'  know  no  other  name  for  the  bone,  we 
say,  This  chinbone  is  called  the  jawbone. 

What  is  in  your  jaw?  —  "  My  teeth."  How  many  jaws  have 
you?  —  "Two."  What  do  you  call  this  one?  we  ask,  as  we 
point  to  the  upper  jaw.  "  The  top  jaw."  Give  another  name 
for  top.  —  "Upper."  Then  what  may  you  call  the  top  jaw? 


32  THE   HUMAN   BODY. 

"  The  upper  jaw."  If  the  top  jaw  is  called  the  upper  jaw,  what 
may  you  call  the  other? — "The  under  jaw,  the  lower  jaw." 
We  accept  the  latter  name,  and  bid  them  name  and  touch  the 
bones  of  the  head.  —  "  The  bones  of  the  head  are  my  skull  and 
my  lower  jaw."  We  tell  them  that  there  are  about  two  hundred 
bones  in  the  body,  not  including  the  teeth ;  fourteen  of  these 
are  in  the  face,  four  small  bones  are  in  the  ears,  and  one  at  the 
.root  of  the  tongue.  Then  we  show  the  pupils  how  to  touch  as 
they  give  an  account  of  the  bones  of  the  head  and  face. 

3.  The  Bones  of  the  Trunk.  — What  do  you  feel  along  the 
middle  of  the  back? —  "The  backbone."     Yes,  the  backbone, 
or  the  spine.     In  what  part  of  the  body  do  you  find  the  spine  ? 

—  "In  the  trunk."    What  other  bones  do  }^ou  find  in  the  trunk? 

—  "  The  side  bones  ;  the  ribs." 

We  bid  them  feel  the  short,  upright  bone  in  front,  and  give 
them  its  name,  breastbone;  then  direct  them  to  place  the  right 
hand  at  the  upper  part  of  the  left  shoulder,  and  move  the  left 
arm  in  different  directions ;  this  leads  them  to  notice  the  pro- 
jecting bones  which  they  usually  name  "  shoulder  bone."  We 
give  them  the  name  shoulder  blade,  and  after  a  similar  experi- 
ment with  the  right  arm,  ask,  How  many  shoulder  blades  have 
you?  —  "  We  have  two  shoulder  blades." 

The  children  find  the  two  bones  crossing  the  top  of  their  chest 
from  the  tip  of  the  shoulder  to  the  breastbone,  and  learn  the 
name  collar  bones;  the  number  of  these,  two ;  the  shape,  some- 
what like  the  Italian  /  placed  in  a  lying  position,  is  shown  by 
making  this  letter  on  the  board.  Lastly,  we  assist  them  to 
construct  and  memorize  the  Formula  for  the  Bones  of  the 
Trunk. 

4.  The  Bones  of  the  Arm  and  Hand.  — We  tell  the  children 
there  is  only  one  bone  in  the  upper  arm,  and  two  in  the  fore- 
arm ;  that  the  bones  of  the  forearm  are  so  arranged  that  we  are 
able  to  turn  the  hand  at  the  wrist  from  side  to  side ;  also,  that 
there  are  two  rows  of  bones  in  the  wrist,  four  in  each  row,  eight 
in  all,  forming  the  wrist  joint. 


THE  BONES  OF  THE  BODY.  33 

We  let  a  child  spread  bis  hand  upon  the  blackboard,  and 
trace  its  outline  with  chalk ;  then  bid  the  class  draw  the  fore- 
finger of  the  left  hand  down  over  the  bone  leading  from  the 
thumb  knuckle  to  the  wrist.  A  line  corresponding  to  this  bone 
is  drawn  within  the  traced  hand.  In  the  same  way  the  children 
discover  and  represent  all  the  bones  of  the  middle  of  the  hand, 
and  thus  learn  the  position  and  number  of  these  bones,  so  that 
they  can  readily  give  the  statement,  "From  my  wrist  to  my 
knuckles  are  five  bones."  By  looking  carefully  at  the  thumb, 
the  children  are  able  to  tell  us  the  number  of  its  bones,  for 
which  two  marks  are  made  within  the  thumb  part  of  the  picture. 
In  like  manner,  the  number  and  position  of  all  the  bones  of 
each  finger  is  noted  and  represented. 

All  the  lines  made  within  the  picture  are  counted  and  num- 
bered, to  prepare  the  class  to  touch  and  count  the  bones  of  the 
hand,  as  well  as  to  give  a  correct  answer  to  the  question,  How 
many  bones  in  your  hand?  Lastly,  they  are  taught  to  repeat 
the  Formula  for  the  Bones  of  the  Arm  and  Hand. 

5.  The  Bones  of  the  Leg  and  Foot.  —  We  teach  the  number 
of  the  bones  of  the  leg  by  reference  to  those  of  the  arm ;  then 
bid  the  children  place  the  left  leg  over  the  right  knee,  and  touch 
the  thigh  with  the  right  hand  as  they  say,  "  My  thigh  has  one 
bone."  They  touch  the  lower  leg  as  they  say,  "  My  lower  leg 
has  two  bones." 

We  ask,  How  many  bones  are  in  the  wrist?  —  "Eight." 
There  is  one  less  bone  in  the  foot  near  the  heel.  How  many 
bones  are  there  in  the  foot  in  that  place?  —  "  Seven."  We  tell 
them  that  the  missing  bone  seems  to  have  taken  its  place  over 
the  knee  joint,  which  it  covers  and  protects ;  then  let  them 
count  as  many  balls  on  the  numeral  frame  as  there  are  bones 
near  the  heel.  How  many  bones  from  the  wrist  to  each  finger? 
—  "  One."  Yes,  and  there  is  one  from  the  heel  to  each  of  the 
toes.  How  many  bones  in  the  middle  of  the  foot? — "Five." 
Five  more  balls  are  counted  on  the  numeral  frame.  There  are 
the  same  number  of  bones  in  the  great  toe  as  in  the  thumb. 
How  many  balls  shall  we  count  for  them?  —  "  Two." 


34  THE   HUMAN    BODY. 

Each  of  the  other  toes  has  as  many  bones  as  each  of  the  fin- 
gers. How  many  balls  shall  we  count  for  the  bones  of  the 
second  toe?  —  "Three."  How  many  for  the  third  toe?  — 
"Three."  For  the  fourth?— -"  Three."  For  the  fifth  ?- 
"Three."  For  the  sixth?  —  "None;  we  have  not  six  toes." 
We  let  the  children  count  the  whole  number  of  balls  which  have 
been  moved,  to  find  the  number  of  bones  in  the  foot;  then 
require  them  to  look  at  the  balls  as  they  say  :  — 

In  my  foot,  near  my  heel,  are  seven  bones ; 

In  the  middle  of  my  foot  are  five  bones  ; 

My  great  toe  has  two  bones  ; 

Each  of  my  other  toes  has  three  bones  ; 

Making  twenty-six  bones  in  my  foot. 

This  lesson  is  taught  more  rapidly  if  we  use  for  illustration  a 
chart  representing  the  Osseous  System. 

FORMULA  FOR  THE  LESSON  ON  THE  BONES  OF 
THE  BODY. 

1.  My  bones  are  hard;    they  make  my  body  strong.     There  are 
about  two  hundred  bones  in  my  body. 

2.  The  bones  of  my  head  are 

my  skull  and  my  lower  jaw ; 

my  face  has  fourteen  bones ;   my  ear  has  four  small  bones ;   at  the 
root  of  my  tongue  is  one  bone. 

3.  The  bones  of  my  trunk  are 

my  spine,  my  breastbone, 

my  ribs,  my  two  shoulder  blades, 

and  my  two  collar  bones. 

4.  My  upper  arm  has  one  bone ;  iny  forearm  has  two  bones ;  my 
wrist  has  eight  bones  ;  from  my  wrist  to  my  knuckles  are  five  bones  ; 
my  thumb  has  two  bones ;  each  finger  has  three  bones,  making  nine- 
teen bones  in  my  hand. 

5.  My  thigh  has  one  bone  ;  my  lower  leg  has  two  bones  ;  my  knee- 
pan  is  the  cap  which  covers  and  protects  my  knee ;  in  my  foot,  near 
my  heel,  are  seven  bones ;  in  the  middle  of  my  foot  are  five  bones ; 
my  great  toe  has  two  bones ;  each  of  my  other  toes  has  three  bones ; 
making  twenty-six  bones  in  my  foot. 


THE  BONES   OF   THE   BODY.  35 


QUESTIONS  FOR  THE   FORMULA. 

1.  Tell  about  your  bones. 

2.  Tell  about  the  bones  of  the  head. 

3.  Tell  about  the  bones  of  the  trunk. 

4.  Tell  about  the  bones  of  the  arm  and  hand,  beginning  with  the  upper  arm. 

5.  Count  the  bones  of  the  hand. 

(5.  Tell  about  the  bones  of  the  leg  and  foot,  beginning  with  the  thigh. 


DIRECTIONS   FOR  TOUCHING. 

The  Head.  —  The  hands  are  placed  above  and  around  the  skull, 
and  down  each  side  of  the  loiver  jaw.  The  right  hand  is  passed  down 
the  face  wrhen  the  number  of  its  bones  are  given ;  the  index  finger 
points  to  the  left  ear  as  the  number  of  the  bones  in  the  ear  are  men- 
tioned. 

The  Trunk.  —  Both  hands  are  passed  to  the  back  to  touch  the 
spine ;  around  the  ribs,  and  on  the  breastbone,  as  these  are  named.  The 
shoulder  blades  are  touched  from  above  the  shoulders,  and  both  hands 
are  brought  forward  to  indicate  the  position  of  the  collar  bone. 

The  Arm  and  Hand.  —  The  left  arm  is  extended  and  the  right 
hand  used  to  touch  its  parts,  as  the  bones  of  the  arm  are  enumerated. 
The  same  hand  is  used  to  touch  the  wrist,  also  from  the  wrist  to  the 
knuckles.  The  thumb  and  fingers  are  touched  by  the  right  index  fin- 
ger as  the  number  of  their  bones  is  given. 

The  method  of  counting  the  bones  of  the  hand  is  described  here- 
after. 

The  Leg  and  Foot.—  The  directions  for  touching  the  bones  of  the 
leg  are  the  same  as  those  given  for  touching  its  parts. 

The  right  hand  is  used  to  touch  the  left  heel,  and  the  middle  of  the 
foot,  when  the  number  of  the  bones  in  these  parts  are  named.  As  the 
bones  of  the  toes  cannot  be  easily  felt  through  the  shoe,  the  children 
sit  erect  when  they  tell  about  them,  and  quietly  replace  the  left  foot 
upon  the  floor  at  the  conclusion  of  the  clause,  "  making  twenty-six 
bones  in  my  foot." 

QUESTIONS     ON     THE     BONES. 

How  many  bones  in  the  body  ?  —  "  About  two  hundred." 
Of  what  use  are  the  bones  to  the  body? — "They  make  the  body  strong; 
they  form  the  framework  of  the  body." 

How  many  bones  in  the  face  ? —  "  Fourteen  bones." 
How  many  bones  in  the  ear  ?  —  "  Four  small  bones." 


36  THE   HUMAN   BODY. 

How  many  bones  at  the  root  of  the  tongue  ?  — -  "  One." 

How  many  bones  in  the  upper  arm  ?  —  "  One." 

How  many  bones  in  the  forearm  ?  —  "  Two." 

How  many  bones  between  the  wrist  and  the  knuckles  ?  —  "  Five." 

How  many  bones  in  the  thumb  ?  —  "  Two." 

How  many  bones  in  each  of  the  fingers  ?  —  "  Three." 

How  many  bones  in  the  whole  hand  ?  —  "Nineteen." 

How  many  bones  in  the  hand  and  arm  ?  —  "  Thirty." 

How  many  bones  in  the  thigh  ?  —  "  One  long  bone." 

How  many  bones  in  the  lower  leg  ?  —  "  Two." 

How  many  bones  in  the  heel?  —  "  Seven." 

How  many  bones  in  the  middle  of  the  foot  ? —  "  Five." 

How  many  bones  in  the  great  toe  ?  —  "  Two." 

How  many  bones  in  each  of  the  other  toes  ?  —  "  Three." 

How  many  bones  in  the  whole  foot ? —  "Twenty-six." 

How  many  bones  in  the  foot  and  leg  ?  —  "  Thirty." 

How  many  bones  in  two  arms  and  two  hands  ?  —  "  Sixty." 

How  many  bones  in  two  legs  and  two  feet? —  "  Sixty." 

How  many  bones  in  the  limbs  ?—  "  One  hundred  and  twenty." 

Where  is  the  kneepan  ?  —  "  Over  the  knee  joint." 

Where  is  the  longest  bone  in  the  body  ?  —  "In  the  thigh." 

Where  are  the  smallest  bones  of  the  body  ? —  "In  the  ear." 

Touch  the  collar  bones. 

Touch  the  shoulder  blades. 

How  many  collar  bones  have  you ?  —  "Two." 

How  many  shoulder  blades  have  you  ?  —  "  Two." 

Touch  the  spine. 

Touch  the  breastbone. 

Touch  the  skull. 

DIRECTIONS  FOR  TOUCHING  THE  BONES  OF  THE  HAND. 

I. 

1.  Close  both  hands. 

2.  Raise  the  forefinger  of  the  right  hand,  as  the  index  or  pointing 
finger. 

3.  Place  the  index  finger  upon  the  lower  thumb  joint  of  the  left 
hand. 

4.  Draw  the  index  finger  down  to  the  wrist,  over  the  bone  between 
the  thumb  knuckle  and  the  wrist,  and  count  "One." 

5.  Place  the  index  finger  on  the  knuckle  of  the  first  finger. 

6.  Draw  the  index  finger  down  to  the  wrist,  over  the  bone  leading 
from  the  first  finger  to  the  wrist,  and  count  "  Two." 

7.  So  on,  for  each  of  the  three  other  bones  of  the  hand.     Repeat 
until  no  mistake  is  made  in  touching  or  counting. 


THE  BONES  OF  THE  BODY.  37 

II. 

1.  Raise  the  thumb,  and  place  the  index  finger  of  the  right  hand  on 
the  middle  of  the  upper  part  of  the  thumb  for  bone  "  Six  " ;  then 

2.  On  the  lower  part  of  the  thumb  for  bone  "  Seven."     Repeat  from 
the  beginning,  until  the  children  can  touch  and  count  each  bone 
properly. 

III. 

1.  Keep  the  thumb  erect ;   raise  the  first  finger  of  the  left  hand. 

2.  Place  the  index  finger  on  the  bone  between  the  tip  and  the  first 
joint  of  the  first  finger  for  bone  "  Eight." 

3.  Between  the  first  and  middle  joint  for  bone  "Nine." 

4.  Between  the  middle  and  third  joint  for  bone  "Ten."     Review, 
from  the  beginning,  until  the  class  can  touch  and  count  every  bone  as 
directed. 

IV. 

1.  Keep  the  thumb  and  forefinger  erect ;  raise  the  second  finger  and 
touch,  as  in  the  lesson  on  the  first  finger  bones,  "  Eleven,"  "  Twelve," 
and  "  Thirteen."     Review. 

2.  Proceed  in  the  same  manner  for  the  third  and  fourth  fingers, 
always  beginning  with  the  bone  nearest  the  tip  of  the  finger,  and 
touching  that  at  the  lowest  part  last. 

If  the  exercise  has  been  properly  performed,  every  child  will  say 
"  Nineteen  "  as  its  index  finger  touches  the  lowest  bone  of  the  little 
finger,  and  all  the  fingers  of  every  left-  hand  will  be  outspread. 

Sometimes  the  children  have  an  amusing  and  profitable  pantomime 
exercise  on  the  bones  of  the  body,  as  follows :  We  say  to  them,  I  will 
touch  the  different  parts  of  the  body,  and  you  may  show  with  your 
fingers  how  many  bones  in  each.  Two  or  three  attempts  will  enable 
them  to  go  through  these  motions  with  accuracy,  and  prepare  them  to 
answer  the  questions  on  bones  with  rapidity.  Unless  using  a  Chart 
of  the  Osseous  System,  we  "ask  about  the  bones  of  the  leg  and  foot, 
instead  of  pointing  to  these  parts  on  the  chart.  The  children  answer 
by  signs,  as  before. 


38 


THE   HUMAN   BODY. 


NOTE.  —  To  obtain  from  the  children  the  number  of  the  bones  in  the  body, 
we  ask  for  those  of  the  head,  the  trunk,  the  upper  limbs,  the  lower  limbs, 
and  the  number  of  each.  The  several  replies  appear  on  the  blackboard  as 
follows  :  — 


THE    BONES 


OF  THE  HEAD: 

Skull 8 

Face,  including  the  > 

lower  jaw         ) 

Tongue    1 

Ears 8 

31 


OF  THE  TRUNK: 

Spine 24 

Ribs 24 

Breastbone 8 

Shoulder  blades 2 

Collar  bones    ...  .2 


OF  THE  UPPER  LIMBS  : 

Upper  arms 1X2=2 

Forearms    .' 2X2=4 

Wrists 8X2  =  10 

Hands 19X2  =  38 

60 


OF  THE   LOWER  LIMBS  : 

Thighs 1X2=2 

Kneepans 1X2=2 

Lower  legs 2X2=4 

Feet 26X2  =  52 

60 


Total,  211,  not  including  the  teeth.* 

We  teach  the  children  to  say  "  about  two  hundred,"  because  there  are  not 
always  the  same  number  of  bones  in  the  body.  In  some  parts  two  or  three 
bones  unite  and  form  one  bone.  For  example  :  the  breastbone  of  a  child  is 
made  up  of  eight  pieces  ;  some  of  these  unite  as  it  becomes  older,  so  that  when 
fully  grown  it  has  but  three  pieces  in  this  bone. 


*  The  teeth  are  not  bone,  but  a  kind  of  soft,  bone-like  substance,  called  dentine. 
Common  ivory  is  dentine. 


PART    IV. 

THE    ORGANS    OF    SENSE. 


The  Eye. — What  do  you  see  with? — "My  eyes."  Hold 
your  heads  perfectly  still ;  look  at  the  ceiling  ;  look  at  the  floor  ; 
towards  the  right  side  of  the  room  ;  towards  the  left ;  in  front 
of  you.  This  exercise  is  repeated  until  every  child  of  the  class 
can  look  in  these  various  directions  without  moving  the  head. 
Then  we  take  our  box  of  forms,  and,  holding  a  cube  before  the 
children,  ask  :  What  shape  is  this?  —  "  A  cube."  How  many 
of  you  would  like  eyes  shaped  like  cubes  ?  No  hands  are  raised, 
showing  the}'  do  iTot  think  the  shape  desirable.  Why  do  you 
not  wish  cube-shaped  eyes?  —  "They  would  not  look  nice; 
they  would  not  be  pretty ;  they  would  not  look  well."  What 
other  reason  have  you  against  this  shape  for  an  eye?  If  the 
children  do  not  reply  correctly  to  this  question,  we  repeat  the 
exercise  of  rolling  the  eyes  without  moving  the  head,  and  soon 
obtain  the  desired  answer,  "  They  could  not  be  rolled  about." 

What  reasons  have  you  given  for  not  wishing  eyes  shaped 
like  cubes?  —  "They  would  not  look  well;  they  could  not  be 
rolled  about."  The  children,  for  the  same  reasons,  object  to 
having  eyes  shaped  like  prisms  or  pyramids.  We  show  them  a 
cylinder.  They  are  better  pleased  with  this  shape,  and  seldom 
say  of  it,  "  It  does  not  look  well."  Some  think  it  will  do,  but 
others  discover  that  it  cannot  be  rolled  up  or  down,  which  con- 
vinces them  that  cylinder-like  eyes  would  not  be  very  conven- 
ient. For  similar  reasons  they  decide  against  the  hemisphere, 
cone,  and  spheroid. 

When  called  upon  to  choose  the  proper  shape  for  an  eye, 
they  unhesitatingly  select  a  ball,  or  sphere,  "Because  it  looks 
well ;  because  it  can  be  moved  in  every  direction,"  and  reply 


40  THE   HUMAN   BODY. 

correctly  to  the  question,  What  shape  is  your  eye?  —  "  My  eye 
is  shaped  like  a  ball." 

We  place  before  them  the  skull  of  a  dog,  and  let  them  find 
where  the  eyes  of  the  animal  were  placed.  In  what  were  the 
eyes  placed? — "In  holes;  in  hollow  places."  What  word 
have  you  learned  which  means  a  hollow  place?  —  "Socket." 
Of  what  was  the  socket  made  in  which  the  dog's  eye  was 
placed?— "Of  bones." 

We  next  tell  the  children  to  feel  around  their  own  eyes  ;  this 
act  leads  them  to  perceive  that  their  eyes  are  also  placed  within 
a  deep,  bony  socket,  and  the  class  is  ready  to  answer,  "  My 
eye  is  like  a  ball  in  a  deep,  bony  socket,"  when  we  ask  about 
the  shape  and  position  of  the  eye. 

We  direct  the  attention  of  the  pupil  to  the  position  of  the 
eye,  —  in  the  upper  part  of  the  face,  instead  of  in  the  hand,  or 
in  the  back  or  sides  of  the  head,  and  quiet  the  mirthfnlness 
excited  by  the  thought  of  eyes  in  these  inconvenient  and  ludi- 
crous situations,  b}f  alluding  to  the  goodness  and  wisdom  of 
our  kind  Heavenly  Father,  as  displayed  in  the  position  and 
shape  of  our  e}res. 

Why  do  the  eyes  not  stand  out  from  the  face  as  the  nose 
does?  —  "They  would  get  hurt."  Then  why  are  they  placed 
in  the  deep,  boil}'  socket? — "To  keep  them  from  getting  hurt; 
to  protect  them." 

Look  into  the  e}res  of  the  child  next  to  you.  What  do  you 
see  in  them? —  "  A  black  spot ;  something  blue  ;  a  white  part." 
Of  what  shape  is  the  black  spot? — "Round."  Round  like 
what? — "Round  like  a  circle."  Where  is  it? — "In  the 
middle  of  the  eye."  Pointing  to  the  window,  we  ask,  Of 
what  shape  is  the  window ?  —  "Oblong."  Of  what  use  is  it?  — 
"  To  let  the  light  in  ;  to  see  through."  We  then  explain  that 
the  little  black  spot  in  the  eye  is  an  opening  in  the  e^'eball 
through  which  the  light  enters,  and  out  of  which  the  mind  sees 
the  world.  What,  then,  is  the  eye  to  the  body?  — "The 
window."  We  tell  the  children  that  this  window  is  called  the 
pupil  of  the  eye. 


THE    ORGANS    OF    SENSE.  41 

We  talk  to  them  about  the  camera  which  the  photographer 
uses  when  he  makes  pictures  ;  telling  them  that  the  inside  of 
the  camera-box  is  like  the  glass}7  part  of  the  e}Te, —  for  the  light 
to  pass  through;  a  portion  of  the  inside  of  the  eye  is  ready  to 
receive  the  picture  the  light  paints  on  it,  as  the  glass  the  artist 
places  in  the  camera  receives  the  picture,  when  they  sit  or 
stand,  during  a  few  seconds,  where  he  has  placed  them  in  front 
of  the  camera-tube. 

We  bid  them  look  at  different  things,  informing  them  that  as 
they  turn  from  an  object  its  picture  passes  as  quickly  from  the 
picture-plates  of  their  eyes,  and  that  of  the  next  thing  at  which 
they  look  takes  its  place.  Light,  the  great  picture-maker,  is 
always  at  work,  giving  views  of  things  near  and  far  away, 
according  as  the  eyes  are  read}'  to  receive  its  pictures.  If  they 
hurt  their  eyes  they  cannot  see  through  them  ;  if  their  eyes  are 
injured  by  accident  or  disease,  they  must  be  deprived  of  the 
pleasant  sights  so  freely  given  to  all  who  can  see.  We  counsel 
them  to  use  their  eyes,  illustrating  our  meaning  by  the  familiar 
story  of  "Eyes  and  no  eyes,"  which  tells  of  two  travellers 
passing  through  the  same  scenes,  the  one  seeing  nothing  to 
interest  him,  the  other  adding  to  his  store  of  knowledge  through 
his  habit  of  careful  observation  ;  we  also  lead  them  to  under- 
stand how  necessary  it  is  to  take  care  of  these  seeing-balls, 
remind  them  to  be  thankful  to  the  Giver  of  light  and  eye-sight, 
and  teach  them  of  His  omniscience  by  the  familiar  words,  "  He 
that  formed  the  eye,  shall  He  not  see?" 

Lastly,  the  class  construct  and  memorize  the  sentence,  "The 
black  circle  in  the  centre  is  the  pupil  or  window  of  my  eye." 

What  do  you  see  around  the  pupil  of  the  eye? —  "A  ring." 
Of  what  color? — "Gray;  light  brown;  dark  brown;  blue." 
We  ask  the  color  of  the  same  part  of  the  eye  in  the  cat,  rabbit, 
or  other  animals  ;  give  the  name  iris,  then  proceed  to  show  its 
use  to  the  eye  as  follows  :  Close  the  shutter  of  the  window. 
What  do  we  do  when  we  close  the  shutters?  —  "  Shut  out  the 
light."  When  we  open  it  a  little?  — "Let  in  a  little  light." 
When  we  open  it  wide? —  "  Let  in  all  the  light  that  will  come 


42  THE   HUMAN   BODY. 

in  through  the  window."  What  do  we  sometimes  use  instead 
of  shutters?  — "Shades,  curtains."  What  shaped  shutters, 
shades,  or  curtains  would  you  use  for  an  oblong  window?  — 
"Oblong." 

We  bid  a  child  stand  where  the  class  can  look  into  its  eyes 
as  the  bright  light  shines  into  them  ;  the  other  children  see  the 
small  pupil  and  enlarged  colored  ring;  we  then  let  the  same 
child  stand  in  a  dark  corner  where  the  rest  can  see  the  pupil 
enlarge,  the  iris  becoming  smaller.  The  children  soon  learn 
that  the  iris  has  something  to  do  with  letting  in  and  keeping 
out  the  light,  and  thus  acts  as  a  curtain  to  the  eye  ;  that  be- 
cause the  eye-window,  or  pupil,  is  round,  its  curtain  must  be 
round,  but  ring-shaped,  that  it  ma}^  not  completely  cover  the 
pupil.  *  This  portion  of  the  lesson  is  concluded  with  the  formula, 
"  The  colored  ring  is  the  iris  or  curtain." 

What  else  do  3*011  notice  in  the  eye  beside  the  pupil  and  the 
iris?  — "A  white  part."  What  shape  is  it?  — ';  Curved." 
What  is  the  curved  part?  After  thinking  awhile,  some  of  the 
children  reply,  "The  front  part  of  the  eyeball,"  and  give  the 
statement,  "  The  white  part  is  the  C3^eball." 

We  say  to  the  children,  Bend  your  head  down  ;  bend  it  back- 
ward. Wiry  did  your  e3'es  not  fall  out?  —  "  The3r  are  in  tight." 
What  holds  them  in  so  tightly  ?  None  can  tell  us ;  so  we  in- 
form them  of  the  six  little  elastic  cords  of  flesh,  which  have 
power  to  make  themselves  long  or  short,  and  not  only  hold  the 
63^6  in  the  socket,  but  turn  it  in  aii3T  direction  we  wish  to  look. 

What  cover  your  eyes?  —  "The  eyelids."  Of  what  use  are 
they?  —  "They  cover  the  eye;  they  keep  the  dust  out;  they 
keep  the  eyeball  from  getting  hurt ;  they  protect  the  03*0,"  are 
the  various  answers  given,  as  the  class  is  led  to  imagine  what 
would  be  the  consequence  if  we  had  no  eyelids. 

How  many  eyelids  have  you?  —  "  Two."  What  do  you  name 
them?  —  "  Top  e3'elid,  upper  eyelid,  under  e3'elid,  lower  e3relid." 
We  accept  the  terms,  upper  eyelid  and  lower  eyelid,  then  assist 
the  class  to  construct  the  formula,  "  My  upper  and  lower  eye- 
lids cover  and  protect  my  eyes." 


THE   ORGANS    OF    SENSE.  43 

What  have  you  above  the  eyelids?  —  "  Eyebrows."  Of  what 
are  the  eyebrows  composed? — "Of  little  hairs;  of  short 
hairs."  Of  what  use  are  the  eyebrows?  The  children  do  Dot 
know.  We  help  them  to  infer  the  use  of  these  parts  by  asking, 
How  would  you  look  without  eyebrows?  —  "Strange,  queer." 
Then  of  what  use  are  the  eyebrows  ?  — "  To  make  us  look  nice  ; 
to  make  us  look  pretty  ;  to  make  us  look  beautiful."  We  teach 
them  to  express  the  same  idea  by  the  words,  "My  eyebrows 
are  for  beauty."  What  comes  out  upon  the  forehead  when  you 
are  very  warm?  —  "Sweat."  Perspiration  is  substituted  as  a 
preferable  word,  and  we  explain  that  the  eyebrows  keep  the 
perspiration  of  the  forehead  from  rolling  into  the  eyes.  The 
children  touch  the  eyebrows  as  they  repeat  the  formula,  "The 
eyebrows  are  for  beauty,  and  keep  the  perspiration  from  rolling 
into  my  eyes." 

What  are  on  the  edges  of  the  eyelids? — "The  eyelashes." 
Of  what  are  the  eyelashes  made?  —  "Of  short  hairs."  How 
would  people  look  without  eyelashes? —  "Queer,  strange." 
Then  of  what  use  are  the  eyelashes?  —  "  They  make  us  look 
nice  ;  they  make  us  look  pretty."  What  did  you  say  about  the 
eyebrows  because  the}'  make  you  look  better  than  you  would 
without  them?  —  "  My  eyebrows  are  for  beauty."  Then  what 
may  you  say  about  your  eyelashes  because  the}'  add  to  your 
good  looks?  —  "  My  eyelashes  are  for  beauty."  What  do  you 
see  in  the  street  when  it  is  very  windy? — "  Dust."  The  air  is 
always  moving,  and  the  dust  is  always  flying  about,  though  you 
may  not  see  it ;  the  little  eyelashes  sweep  away  the  dust  when 
it  comes  near  the  eyes,  and  prevent  it  from  entering  the  eyes. 

In  repeating  the  formula  which  follows  the  conversation 
about  the  eyelashes,  the  children  touch  these  parts  as  they  are 
named :  "  My  eyelashes  are  for  beauty,  and  brush  away  the 
dust  from  my  eyes." 

We  bid  all  raise  the  right  hand  who  have  seen  a  sewing- 
machine,  and  ask,  Why  do  people  put  oil  on  different  parts  of 
the  machine?  —  "  To  make  it  go  fast;  to  make  it  go  easily." 
We  say  to  the  children,  You  may  look  up  ;  look  to  the  right ; 


44  THE  HUMAN  BODY. 

to  the  left ;  look  in  front  of  you.  What  do  you  do  with  your 
eyes  as  }*ou  look  in  these  different  directions  ?  — ' '  I  move  my 
eyes."  Does  it  hurt  the  eyeballs  to  move  them?  They  reply 
in  the  negative,  and  we  explain  that  the  eyeballs  are  washed  by 
the  tears,  which  are  made  back  of  the  eyebrows,  and  rubbed 
over  the  eyeball  by  the  motion  of  the  eyelids ;  that  these  tears 
make  the  eyeballs  move  easily  in  the  sockets,  without  hurting 
or  wearing  out ;  that  they  pass  from  the  eyes  through  little 
openings  which  lead  from  the  eyes  to  the  nose.  When  we  feel 
very  unhappy  or  sad,  the  tears  are  made  so  rapidly  in  the  eye- 
factory  that  they  cannot  pass  into  the  nose  fast  enough,  so  they 
roll  down  the  cheeks  when  we  cry. 

The  lessons  on  the  63*  e  end  with  the  talk  about  the  tears,  and 
the  formula,  "  My  eyes  are  washed  by  teardrops  every  time  I 
wink  my  eyelids,"  which  is  repeated  without  touching. 


THE   ORGANS   OF   SENSE,  —continued. 

The  Ears.  — Of  what  use  are  your  ears?  —  "  To  hear  with." 
Where  are  they  placed?  —  "One  on  each  side  of  the  head." 

We  bid  the  children  feel  and  bend  the  ears,  then  tell  of  what 
these  are  made,  which  leads  to  the  discovery  that  the  outer  ear 
is  made  of  something  different  from  flesh  and  bone.  We  ask 
the  name  of  the  hard,  tough,  smooth  substance  they  find  in 
some  meat,  and  from  the  replies  given  obtain  the  word  gristle; 
then  tell  them  that  the  outer  ear  is  made  of  gristle,  or,  as  some 
people  call  it,  cartilage ;  lastly,  teach  them  to  define  cartilage 
as,  "A  smooth,  elastic  substance,  harder  than  flesh  and  softer 
than  bone." 

Allusion  is  made  to  the  difference  in  the  position  of  the  ears 
of  various  animals,  and  the  children  are  led  to  notice  that  those 
of  animals  which  pursue  their  prey  point  forward  to  catch 
sounds  in  front  of  them,  while  those  of  others  which  are  liable 
to  be  pursued  turn  backward  to  hear  sounds  from  behind  them. 
The  ears  of  the  cat  and  the  rabbit  are  good  and  familiar  illus- 
trations of  these  facts. 


THE    ORGANS    OF    SENSE.  45 

Next,  the  parts  of  the  outer  ear  are  touched  and  named  by 
the  class,  —  the  outer  edge  is  designated  as  the  rim,  and  the 
lower  part  through  which  an  earring  may  be  placed,  as  the  flap 
or  lobe  of  the  ear. 

We  speak  of  the  trumpet-like  shape  of  the  ear  as  best  adapted 
for  catching  and  holding  sounds  ;  then  explain  that  sounds  pass 
through  the  opening  of  the  ear,  along  a  short  tube,  and  strike 
against  a  thin  skin  stretched  tightly  across  a  hollow  place  inside 
of  the  ear,  called  the  drum-head;  that  the  four  bones  of  the 
ear,  the  smallest  bones  in  the  bod}',  are  placed  across  the  drum 
cavity,  and  help  to  carry  sounds  to  the  brain. 

We  talk  about  the  ear-wax,  and  the  fence  of  short,  stiff  hairs 
stretched  across  the  tube  of  the  ear  in  front  of  the  thin  skin,  to 
keep  insects  from  entering  the  drum  of  the  ear. 

We  counsel  the  children  to  endeavor  to  preserve  their  hear- 
ing, by  taking  care  to.  avoid  colds,  and  caution  them  against 
putting  an}'  hard,  sharp-pointed  instrument,  such  as  a  pin,  into 
the  ear,  by  which  the  delicate  parts  of  the  ear  may  be  injured. 
Lastly,  the  Formula  for  the  Ear  is  prepared  and  memorized. 

The  Nose.  — Of  what  use  is  the  nose? —  "  To  smell  with  ;  to 
breathe  through."  Where  is  the  nose? — "  Between  the  two 
eyes ;  between  the  forehead  and  the  mouth  ;  in  the  middle  of 
the  face."  By  measuring  the  face  from  the  top  of  the  forehead 
to  the  chin,  and  across  the  face  from  ear  to  ear,  the  children 
are  led  to  perceive  that  the  nose  is  in  the  middle  of  the  face. 

Wiry  is  the  nose  placed  above  the  mouth  ?  —  "  To  enable  us 
to  smell  quickly  what  we  put  into  the  mouth."  Why  is  it 
placed  in  the  middle  of  the  face? — "Because  it  looks  best 
here."  How  queer  the  nose  would  look  at  the  back  of  the  head 
or  the  forehead  ! 

What  name  do  you  give  to  the  upper  part  of  the  nose  between 
the  eyes? —  "  The  bridge  of  the  nose."  What  is  the  lower  end 
of  the  nose  called?  —  "The  tip  of  the  nose."  What  else  do 
you  notice  about  the  nose?  —  "Two  holes;  two  openings." 
What  are  they  called?  —  "The  nostrils."  Of  what  use  are 


46  THE    HUMAN    BODY, 

they? —  "  For  the  air  to  pass  through."  We  explain  thai  these 
nostrils  lead  to  two  openings  through  which  the  air  enters  the 
back  of  the  mouth  on  its  way  to  the  lungs. 

What  is  between  the  nostrils  ?  From  what  they  have  learned 
about  the  substance  of  the  outer  ears,  the  children  readily  dis- 
cover that  the  division  between  the  nostrils  is  formed  of  carti- 
lage, and  tell  us  this  cartilage  divides  the  nostrils  into  two 
parts.  We  give  them  the  word  separates  as  used  in  the  formula 
for  this  section  of  the  lesson. 

We  conclude  with  the  repetition  of  the  formula,  teaching  the 
children  to  touch  the  bridge  and  the  tip  of  the  nose  with  all  the 
fingers  of  the  right  hand,  to  point  to  the  cartilage  with  the  fore- 
finger, and  to  the  nostrils  with  the  thumb  and  forefinger  of  the 
same. 

The  Mouth.  —  Of  what  use  is  the  mouth?  —  "  To  speak  with  ; 
to  eat  with ;  to  breathe  through.  Its  position  is  alluded  to,  and 
its  parts,  the  lips,  are  mentioned.  What  is  inside  of  the  mouth? 
—  "  The  tongue  ;  the  upper  teeth  ;  the  lower  teeth." 

In  what  are  the  teeth  placed? —  "  In  the  jaw."  How  many 
jaws  have  you?  —  "Two."  What  are  they  called?  —  "Top 
jaw,  under  jaw,"  are  the  names  the  children  usually  give, 
which  we  correct  to  upper  jaw  and  lower  jaw. 

What  covers  the  jaws?  —  "Flesh."  Of  what  color  is  this 
flesh?  — "Red."  What  is  it  called?  If  no  child  can  reply 
correct!}',  we  give  the  name  "gum,"  and  then  teach  the  form- 
ula, instructing  the  children  to  touch  only  when  they  name  the 
lips. 

The  Teeth. — Of  what  use  are  the  teeth? — "  To  eat  with." 
Of  what  other  use  are  the}'  ?  None  of  the  class  know,  so  we  bid 
the  children  make  the  sounds  of  two  or  more  of  the  vowels  ; 
then  those  of  6,  p,  d,  £,  v.  After  several  repetitions  of  their 
sounds,  they  readily  perceive  that  the  vowel  sounds  are  made 
by  different  positions  of  the  mouth  as  the  voice  passes  through 
it;  that  b  and  p  are  made  with  the  lips,  while  to  make/,  v,  £, 
c?,  they  must  use  the  teeth.  Our  second  question  is  repeated, 


THE   ORGANS    OF    SENSE.  47 

and  we  receive  the  correct  reply :   c '  To  speak  with ;  to  help 
speak  with." 

Of  what  are  the  teeth  made?  —  "Bone."  The  children  are 
told  that  the  teeth  are  not  made  of  the  same  kind  of  bone  as 
the  other  bones  of  the  body,  but  of  a  softer  substance,  called 
dentine.  "The  teeth  are  white,  smooth,  and  shiny."  We 
explain  that  this  is  because  they  are  covered  with  a  smooth, 
hard  substance,  called  enamel,  which  keeps  them  from  wearing 
out,  as  paint  and  varnish  help  to  preserve  the  wood  they  cover. 
We  teach  the  class  to  spell  the  word  enamel,  and  to  define  it  as 
"  a  smooth,  glossy,  white  substance,  harder  than  bone." 

When  you  take  a  bite  of  apple,  between  which  teeth  do  you 
place  the  apple? — "  Between  the  front  teeth."  Why?  —  "To 
bite  the  apple."  In  what  other  way  could  you  take  a  piece 
from  the  apple? —  "  I  could  cut  it  with  a  knife."  Then  what 
do  you  use  your  front  teeth  for  when  you  eat? —  "  For  biting  ; 
for  cutting."  What  ma}'  you  call  them  because  the}'  are  used 
for  cutting?  —  "  Cutting  teeth  ;  cutters."  . 

What  kind  of  teeth  have  you  noticed  on  the  sides  of  a  cat's 
jaws?  —  "  Sharp,  pointed  teeth."  What  does  the  cat  use  these 
teeth  for? — "To  tear  meat  with."  What  may  you  call  the 
teeth  with  which  the  cat  tears  its  meat?  —  "Tearing  teeth; 
tearers."  You  may  feel  or  look  at  your  own  teeth  and  notice 
whether  you  have  any  teeth  which  resemble  the  tearing  teeth  of 
the  cat.  —  "  We  have  ;  on  each  side  of  the  front  teeth."  Then 
what  kind  of  teeth  have  you  besides  cutting  teeth? —  "  Tearing 
teeth  ;  tearers." 

If  you  wish  to  crack  a  nut  with  your  teeth,  where  do  you 
place  it?  —  "Between  the  back  teeth."  Why?  —  "Because 
they  are  the  thickest;  because  they  are  the  strongest."  Yes, 
and  best  fitted  for  breaking  and  grinding  hard  substances  ;  but 
wise  people  do  not  crack  nuts  with  their  teeth.  What  may  you 
call  the  double  back  teeth  because  they  are  used  in  grinding  the 
food? —  "  Grinding  teeth  ;  grinders." 

Name  the   kinds   of    teeth  we  have    been  talking  about.  - 
"  Cutting  teeth,  tearing  teeth,  grinding  teeth."     Where  are  the 


48  THE   HUMAN   BODY. 

cutting  teeth,  or  cutters? — "In  the  front  part  of  each  jaw." 
Where  are  the  tearing  teeth,  or  tearers?  —  "  On  each  side  of 
the  cutting  teeth."  Where  are  the  grinding  teeth,  or  grinders? 
—  "At  the  back  part  of  each  jaw  ;  on  each  side  of  the  tearing 
teeth." 

We  tell  the  class  that  children  do  not  have  as  man}'  teeth  in 
a  full  set  as  adults,  or  grown  people,  and  give  them  the  number 
of  the  milk  teeth,  also  of  the  permanent  teeth.  The  little  ones 
know  by  experience  that  they  lose  their  first  teeth,  and  are  sup- 
plied with  a  second  set.  We  explain  that  the  second  teeth 
are  formed  in  the  jaw,  below  the  first  set,  and  will  push  the  lat- 
ter out  if  these  are  not  extracted  soon  enough  to  give  the  new 
teeth  room.  The  formula  for  the  teeth  is  taught  and  repeated 
without  any  touching. 

The  Preservation  of  the  Teeth. — We  begin  the  lesson  on 
this  subject  by  asking  the  children  how  they  use  anything  which 
they  do  not  wish  to  wear  out.  ' '  We  tiy  to  keep  it ;  we  take 
care  of  it."  Usually  some  one  replies,  "We  tr}T  to  preserve 
it";  if  not,  we  give  the  class  the  word  preserve,  and  develop 
its  meaning  by  referring  to  preserved  flowers  and  fruits.  What 
do  you  think  you  must  do  to  preserve  your  teeth? —  "  We  must 
keep  them  clean."  We  explain  that  airything  which  injures  the 
enamel  destroys  the  teeth,  because  the  soft  inner  portion  of  the 
teeth  soon  decays  when  not  protected  by  the  hard  enamel  ;  then 
lead  the  class  to  understand  wiry  tartar  should  not  be  allowed 
to  collect  about  the  teeth ;  why  very  hot  or  very  cold  food  and 
drink  should  be  avoided  ;  why  thread  should  not  be  cut  or  nuts 
cracked  with  the  teeth  ;  and  why  tobacco  and  cigars  should  be 
kept  out  of  the  mouth,  —  because  all  these  may  injure  the  enamel 
more  or  less.  After  these  explanations,  the  children  are 
assisted  to  construct  the  rules  for  the  preservation  of  the  teeth, 
which  are  soon  memorized. 

The  Process  of  Eating.  —  By  holding  the  lower  jaw,  and 
simulating  the  process  of  eating,  the  children  learn  that  the 
lower  jaw  only  is  moved  in  the  act  of  chewing.  They  tell  us 


THE   ORGANS    OF    SENSE.  49 

that  the  cutters  cut  the  food,  the  tearers  tear  it,  and  the  grind- 
ers grind  it.  We  ask  what  change  takes  place  in  a  dry  piece  of 
bread  or  cracker  when  it  is  in  the  mouth.  —  "It  is  made  wet." 
We  give  the  word  moistened  for  "  made  wet."  What  moistens 
the  bread?  —  "The  spit."  Saliva  is  substituted  for  tl  spit," 
and  they  tell  us,  "The  saliva  moistens  the  bread."  A  little 
reflection  helps  them  to  understand  that  all  food  put  into  the 
mouth  is  moistened  by  the  saliva.  We  instruct  them  about  the 
work  of  the  tongue,  as  it  moves  in  the  mouth  during  eating, 
bringing  the  food  between  the  teeth,  and  helping  to  throw  the 
food-ball  down  the  food-pipe  when  we  are  ready  to  swallow. 

The  formula  for  this  portion  of  the  lesson  is  constructed  in 
the  usual  manner,  and  memorized  ;  it  is  repeated  without  any 
touching. 

FORMULAS  FOR  THE  LESSONS  ON  THE  ORGANS  OF 

SENSE. 

1.  The  Eyes. —  My  eyes  are  to  see  with. 

My  eye  is  like  a  ball  in  a  deep,  bony  socket.  The  black  circle  in 
the  centre  is  the  pupil  or  window  of  my  eye ;  the  colored  ring  is  the 
iris  or  curtain  ;  the  white  part  is  the  eyeball. 

My  upper  and  lower  eyelids  cover  and  protect  my  eyes. 

My  eyebrows  are  for  beauty,  and  keep  the  perspiration  from  rolling 
into  my  eyes. 

My  eyes  are  washed  by  teardrops  every  time  I  wink  my  eyelids. 

2.  The  Ears.  —  My  ears  are  to  hear  with  : 

the  rim  of  my  ear,  the  flap  of  my  ear, 

the  drum  of  my  ear. 

The  drum  of  my  ear  is  protected  by  a  fence  of  short,  stiff  hairs,  and 
by  a  bitter  wax  about  the  roots  of  these  hairs. 

3.  The  Nose. —  My  nose  is  to  smell  and  breathe  with;  it  is  in  the 
middle  of  my  face  : 

my  two  nostrils,  the  cartilage, 

the  bridge  of  my  nose,  the  tip  of  my  nose. 

My  nostrils  lead  to  a  passage  back  of  my  mouth  through  which  1 
breathe. 

The  cartilage  separates  my  nose  into  two  parts. 


50  THE    HUMAN    BODY. 

4.  The  Mouth. —  My  mouth  is  to  speak,  eat,  and  breathe  through  : 

my  upper  lip,  my  lower  lip. 

In  my  mouth  are  : 

my  tongue,  my  upper  teeth, 

my  lower  teeth,  and  my  upper  and  lower  jaws, 

covered  with  flesh  called  gum. 

5.  The  Teeth.  —  My  teeth  are  used  in  eating  and  talking. 

My  teeth  are  made  of  a  soft  kind  of  bone,  covered  with  enamel. 
I  have  three  kinds  of  teeth :  cutting  teeth,  tearing  teeth,  grinding 
teeth. 

A  young  child  has  twenty  teeth,  ten  in  each  jaw. 

A  grown  person  has  thirty-two  teeth,  sixteen  in  each  jaw. 

6.  To  preserve  my  teeth : 

I  must  keep  them  clean. 

I  must  not  scratch  the  enamel. 

I  must  not  eat  or  drink  anything  very  hot  or  very  cold. 

I  must  not  use  them  for  scissors  or  nut-crackers. 

I  must  not  burn  them  with  tobacco  or  cigars. 

7.  About  Eating. —  When  I  eat  I  move  my  lower  jaw  only. 
My  tongue  brings  the  food  between  my  teeth, 

the  cutters  cut  it,  the  tearers  tear  it, 

the  grinders  grind  it,  the  saliva  moistens  it, 

and  my  tongue  helps  me  to  swallow  it. 

QUESTIONS    FOR    THE    FORMULAS. 

1.  Tell  about  your  eyes. 

2.  Tell  about  your  ears. 

3.  Tell  about  your  nose. 

4.  Tell  about  your  mouth. 

5.  Tell  about  your  teeth. 

6.  What  is  necessary  if  you  would  preserve  your  teeth  ? 

7.  Tell  about  eating. 

DIRECTIONS    FOR    TOUCHING. 

The  Eyes. —  The  hands  are  placed  upon  the  eyes  as  these  are  named. 
The  right  forefinger  is  passed  around  the  socket  of  the  left  eye  as  the 
word  bony  is  repeated. 

The  upper  and  lower  eyelids  and  eyebrows  and  the  eyelashes  are 
touched  with  the  fingers  as  each  of  these  parts  is  mentioned. 


THE    ORGANS    OF    SENSE.  51 

The  Ears. —  The  ears  are  touched  when  named  in  the  first  sentence 
of  the  formula.  The  rim  and  the  flap  of  the  ear  are  each  touched 
with  the  right  forefinger,  which  is  also  used  in  pointing  to  the  drum 
of  the  ear. 

The  Nose. —  The  fingers  of  the  right  hand  are  used  to  touch  the 
nose  and  its  parts,  excepting  the  nostrils,  which  are  touched  by  the 
thumb  and  index  finger  of  the  same  hand. 

The  Mouth. —  The  mouth  is  touched  with  the  fingers  of  the  right 
hand,  and  each  lip  with  the  right  forefinger. 

The  Teeth,  Manner  of  Eating,  Preservation  of  the  Teeth. —  No  touch- 
ing is  necessary  in  these  sections. 

QUESTIONS    ON    THE    DESCRIPTION    OF    THE    EYES. 

Of  what  shape  is  the  eye  ?  —  "  It  is  round  like  a  ball." 

In  what  is  it  placed  ?  —  "  In  a  deep,  bony  socket." 

What  is  a  socket  ?—  "  A  hollow  place." 

Why  is  the  eye  placed  in  a  deep,  bony  socket  ?  —  "  To  keep  it  from  getting 
hurt." 

Why  would  not  an  eye  shaped  like  a  cube  do  for  us  ?  —  "It  would  not  look 
well;  it  could  not  be  rolled  about." 

Why  would  not  an  eye  shaped  like  a  cone  or  cylinder  do  for  us? — "It 
could  not  be  rolled  in  every  direction." 

AVhy  is  the  ball-shape  best  for  the  eye  ?  —  "It  looks  best,  and  may  be  rolled 
in  every  direction." 

What  part  of  the  eye  do  we  see  through  ? —  "  The  black  spot  in  the  centre.' ' 

What  is  it  called  ?—  "  The  pupil." 

What  shape  is  the  pupil  ?  —  "  Round  like  a  circle." 

What  color  is  the  pupil  ?—"  Black." 

Of  what  use  is  the  pupil  ?—  "  To  let  light  into  the  eye;  to  see  through." 

What  is  around  the  pupil  ?  —  "A  colored  ring." 

What  is  the  colored  ring  called  ?  —  "  The  iris." 

Of  what  use  is  the  iris  ?  —  "  It  acts  like  a  curtain  to  the  eye;  it  lets  in  and 
keeps  out  light  from  the  pupil." 

Of  what  shape  is  the  iris  ?  —  "  Round  like  a  ring." 

Of  what  color  is  the  iris  ?  —  "  Sometimes  blue,  sometimes  brown,  some- 
times gray." 

Does  the  iris  always  appear  the  same  in  size  ?  —  "It  does  not:  sometimes 
it  looks  large,  sometimes  small." 

When  is  it  the  largest  ?  —  "  When  it  rolls  over  the  pupil  to  keep  out  the 
strong  light." 

When  is  it  the  smallest  ?  —  "  When  it  rolls  backward,  to  let  light  into  the 
pupil." 

When  is  the  pupil  the  largest  ?  —  "  When  we  are  in  the  dark." 


52  THE   HUMAN    BODY. 

AVhen  is  the  pupil  the  smallest  ?  —  "  When  we  are  in  a  bright  light." 

What  color  is  the  eyeball  ?  —  "  White." 

What  shape  is  the  eyeball  ?  —  "  Round  like  a  ball." 

How  is  the  eyeball  held  in  its  socket  ?  —  "  By  cords  made  of  flesh." 

Where  are  the  eyebrows  ? —  "  Above  the  eyelids." 

Of  what  use  are  the  eyebrows  ?  —  "To  keep  the  perspiration  from  rolling 
into  the  eyes." 

Where  are  the  eyelids  ?  —  "  Over  the  eyes." 

Of  what  use  are  they  ?  —  "  They  cover  my  eyes  and  keep  them  from  getting 
hurt." 

Where  are  the  eyelashes  ?  —  "  On  the  edges  of  the  eyelids." 

Of  what  use  are  the  tears? — "They  keep  the  eyes  clean;  they  make  the 
eyes  move  easily  in  their  sockets." 

Where  are  the  tears  made  ?  —  "  Back  of  the  eyebrows." 

When  do  the  tears  wash  the  eyes  ?  —  "  Every  time  we  wink  our  eyelids." 

QUESTIONS    ON    THE    EARS. 

Touch  the  parts  of  the  ear. 

Where  are  your  ears  ?  —  "  On  the  sides  of  my  head." 
Which  is  the  rim  of  the  ear  ?  —  "  The  edge  of  the  ear." 
Which  is  the  flap  of  the  ear  ?  —  "  The  lower  part  of  the  ear." 
Where  is  the  drum  of  the  ear  ?  —  '  •  Inside  of  the  ear." 
How  is  the  drum  protected  ?  —  "By  stiff  hairs  and  a  bitter  wax  at  its 
entrance." 

QUESTIONS    ON    THE    NOSE. 

Where  is  the  nose  ? —  "  In  the  middle  of  the  face." 

Touch  the  parts  of  the  nose. 

Where  is  the  tip  of  the  nose  ? —  "At  the  end  of  the  nose." 

Where  is  the  bridge  of  the  nose?  —  "At  the  top  of  the  nose  between  the 

eyes." 

Where  is  the  cartilage  ?  —  "  In  the  middle  of  the  inside  of  the  nose." 

Of  what  use  is  the  nose  ?  —  "To  smell  and  breathe  through." 

What  are  the  nostrils  ? —  "  The  openings  inside  of  the  nose." 

Of  what  use  are  the  nostrils  ?  —  "To  let  the  air  into  and  out  of  the  opening 

back  of  the  mouth." 

QUESTIONS   ON   THE    MOUTH,   ETC. 

Where  is  the  mouth  ?  —  "In  the  lower  part  of  the  face,  between  the  nose 
and  the  chin." 

Touch  the  mouth. 

Of  what  use  is  the  mouth  ? —  "  To  breathe,  speak,  and  eat  with." 

What  is  in  the  mouth  ?  —  "My  tongue,  my  upper  teeth,  .my  lower  teeth, 
and  my  upper  and  lower  jaws." 

What  covers  the  jaws  ? —  "  Red  flesh,  called  yum." 

Of  what  are  the  jaws  composed  ?  —  "Of  bones." 


THE   ORGANS    OF   SENSE.  53 

Of  what  are  the  teeth  made  ?  —  "  Of  dentine,  covered  with  enamel."    p.  38. 

What  is  enamel  ?  —  "A  smooth,  white  substance,  harder  than  hone." 

Of  what  use  are  the  teeth  ?  —  "To  eat  and  talk  with." 

What  kinds  of  teeth  have  you  ? —  "  Cutting  teeth,  tearing  teeth,  grinding 
teeth." 

Describe  the  cutting  teeth.  —  "  The  cutting  teeth  have  broad  and  flat  edges." 

Describe  the  tearing  teeth.  —  "  The  tearing  teeth  are  sharp  and  pointed." 

Describe  the  grinding  teeth.  —  "The  grinding  teeth  are  the  thick,  back 
teeth." 

Which  jaw  is  moved  in  eating?  —  "  The  lower  jaw." 

What  work  do  the  teeth  perform  ?  —  "  They  cut,  tear,  and  grind  the  food." 

How  many  teeth  has  a  child  in  a  full  set? —  "  Twenty  teeth:  ten  in  each 
jaw." 

How  many  teeth  has  a  grown  person  in  a  full  set  ?  —  "  Thirty-two :  sixteen 
in  each  jaw." 

What  does  the  tongue  do  in  eating? —  "  It  rolls  the  food  between  the  teeth, 
and  helps  in  swallowing." 

What  is  the  saliva  ?  —  "A  kind  of  liquid,  sometimes  called  spit." 

Of  what  use  is  it  in  eating  ? —  "  It  wets  and  softens  the  food." 

What  do  you  mean  by  preserve  ?  —  "To  keep  from  injury." 

What  do  you  mean  by  injury?  —  "  Hurt." 

How  do  you  preserve  your  teeth  ?    See  Formula. 

How  do  very  hot  or  very  cold  drinks  hurt  the  teeth?  —  "They  crack  the 
enamel." 

What  happens  if  the  enamel  is  cracked  ?  —  "  The  teeth  decay." 

Then  what  must  you  do  to  preserve  your  teeth  ? —  "I  must  try  to  keep  the 
*  enamel  from  being  cracked  or  injured  iu  any  way." 


54 


THE    HUMAN   BODY. 


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PART   Y. 

DESCRIPTION   OF   THE    BONES. 


1 .  The  Skull.  —  We  show  a  sheep's  or  dog's  skull  to  the 
children,  and  let  them  examine  it  carefully,  to  discover  how  its 
parts  are  put  together;  then,  two  pieces  of  paper,  each  shaped 
more  or  less  like  a  carpenter's  saw,  or  two  pieces  of  wood  pre- 
pared for  dovetailing,  are   placed  together,  to  help  the  class 
illustrate  and  describe  the  mode  of  joining.     Attention  is  called 
to  the  parts  of  the  human  skull,  and  how  they  are  united  ;  also, 
to  the  use  of  the  skull,  its  shape  and  strength  ;  after  which  the 
formula  which  describes  it  is  prepared  and  memorized. 

2.  The  Spine.  —  Where  is  your  spine ?  —  "In  the  middle  of 
the  back."     Where  does  it  begin? —  "  At  the  lower  part  of  the 
skull."     What  word  do  you  sometimes  use  which  means  lower 
part? — "Base."      This   word,    familiar   to   those   who   have 
studied  about  a  cone,  in  the  lesson  on  form,  is  substituted  for 
lower  part;  the  meaning  of  extends  illustrated  and  taught,  then 
the  position  of  the  spine  is  described  by  the  children,  in  the 
words  of  the  formula  they  have  assisted  to  make. 

They  are  accustomed  to  think  of  the  spine  as  one  long  bone. 
This  error  is  corrected  by  bidding  them  notice  what  they  feel 
as  they  pass  the  fingers  over  the  upper  part  of  the  spine. 
"Little  round  lumps,"  they  tell  us,  and  we  explain  that  the 
lumps  or  knot-like  parts  are  little,  round,  perforated  bones, 
twentj'-four  of  which  make  the  spine ;  that  these  are  placed 
one  above  the  other,  like  cups  turned  upside  down.  We  ask, 
How  are  the  lumps  or  bones  of  the  spine  placed  ?  — •  "  One  on 
top  of  the  other."  Allusion  to  a  pile  of  slates  or  books  obtains 
the  desired  word,  piled,  which  expresses  the  position  de- 
scribed. We  tell  them  about  the  cartilage  between  these  bones, 


56  THE   HUMAN    BODY. 

explaining  its  use  in  preventing  injury  to  the  brain  when  we 
walk  or  move  about.  Their  knowledge  of  the  terms,  elastic  and 
flexible,  help  them  to  understand  that  these  layers  of  cartilage 
enable  us  to  bend  the  back,  and  then  assume  an  upright  posi- 
tion, at  will. 

You  have  learned  that  "  the  spine  is  made  up  of  little  bones 
piled  one  upon  the  other,  with  cartilage  between  every  one  of 
them."  What  do  you  think  is  the  reason  why  these  bones  and 
pieces  of  cartilage  do  not  fall  apart,  as  slates  do,  when  you  strike 
against  a  pile  of  them  ?  —  "  They  are  fastened  together."  Show, 
with  your  right  forefinger,  in  what  position  the  spine  of  a  horse 
is  placed ;  show  that  of  your  own  spine  as  you  sit  or  stand ; 
what  do  you  call  this  position?  —  "Vertical."  Yes,  but  you 
do  not  talk  about  standing  or  sitting  in  a  vertical  position  ; 
what  other  word  do  you  use?  —  "  Erect ;  up  straight."  "  Up 
straight"  is  corrected  to  upright,  and  the  word  column  taught 
by  reference  to  a  column  of  words  or  figures  ;  also,  to  pillars 
they  may  have  seen  in  school  or  elsewhere.  The  backbone  of 
a  fish  helps  the  children  to  understand  something  of  the  con- 
struction of  the  spine. 

3.  The   Ribs.  — What  name  do  you  give  to  the  bones  on 
your  side?  —  "Ribs."     If  possible,  we  show  a  picture  of  the 
ribs  ;    let  the  children  count  those  on  one  side,  and  notice  the 
form  and  position  of  each :    otherwise,  we  let  them  find  these 
bones  in  their  own  body,  and  describe  the  form,  and  tell  where 
fastened  at  the  back  and  in   front.      We  talk  about  the  use 
of  the  ribs,  —  to  be  as  a  wall   around  the  lungs,   heart,   and 
stomach  ;    therefore,  they  must  be  strong ;    each  must  also  be 
light,  because,  if  heavy,  twenty-four  of  them  would  weigh  too 
much  for  our  comfort. 

4.  The  Shoulder  Blades.  —  A  picture  of  a  shoulder  blade  is 
shown  to  the  class,  and  the  children  feel  for  their  own  shoulder 
blades ;    they  are  instructed  as  to  the  shape  and  use  of  these 
bones,  and    assist,   as   usual,  in   constructing   the   descriptive 
formula. 


DKSCIMI'TIOX    OF    THE    UoNKS.  57 

5.  The  Collar  Bones.  — The  position  and  shape  of  the  collar 
bones  are  best  taught  from  a  chart  representing  the  Osseous 
System.      If  we   have  no  chart,   we   let  the  children   feel  for 
them,  on  the  upper  part  of  the  chest,  and  try  to  discover  their 
shape  ;   also,  where  they  are  joined.       We  also  show,   on  the 
blackboard,  that  a  collar  bone  resembles  an  Italian  /  placed  in 
a  horizontal  position.     The  use  of  these  bones  in  keeping  the 
arms  in  place  is  easily  explained. 

6.  Hygiene  of  the  Bones.  —Why  should  we  not  let  young 
babies  stand  too  often  ?  —  "  Because  it  will  make  them  bow- 
legged ;    their  legs  will  grow  crooked."      Why  will  their  legs 
become  crooked?  —  "  Because  their  bones  bend  easily."     What 
word  may  you  use  when  you  wish  to  tell  that  the  bones  bend 
easily? —  "  Flexible."     Then  what  may  you  say  about  a  baby's 
bones,  when  you  wish  us  to  understand  that  they  may  be  easily 
bent?  —  "  They  are  flexible."     How  do  the  bones  of  a  baby  feel 
to  the  touch?  —  "  Soft."     How  do  those  of  an  old  person  feel? 

— "Hard."  Which  bones  break  the  more  easily,  those  of  a 
child,  or  those  of  a  grown  person  ?  After  thinking  awhile, 
some  of  the  children  reply,  "  Those  of  an  old  person."  What 
word  would  you  use  to  describe  the  bones  of  an  old  person,  so 
as  to  tell  that  they  are  easily  broken? —  "  Brittle." 

When  the  difference  in  the  quality  of  the  bones  of  childhood 
and  age  is  understood  by  the  pupils,  they  are  prepared  to  tell 
us  why  it  is  necessary  for  old  people  to  be  very  cautious  against 
falling,  and  why  children  and  young  persons  must  be  careful  to 
sit  and  stand  erect ;  also,  why  they  must  not  wear  tight  cloth- 
ing. The  formula  for  this  portion  of  the  lesson  is  repeated 
without  touching. 

From  what  are  bones  made? — "From  the  blood."  From 
what  is  blood  made?  —  "From  the  food  I  eat."  What  kind 
of  bones  would  you  like  to  have?  —  "  Strong  bones  ;  healthy 
bones."  What  kind  of  blood  is  needed  to  make  strong,  healthy 
bones?  —  "Good  or  pure  blood."  What  kind  of  food  makes 
pure  blood?  —  "Wholesome  food."  Then  what  kind  of  food 


58  THE   HUMAN  BODY. 

must  you  cat  if  you  would  have  strong,  healthy  bones?  — 
"Wholesome  food."  As  soon  as  the  children  understand  that 
wholesome  food  is  necessaiy  to  make  good  bones,  they  help  in 
the  preparation  of  the  formula  we  desire  them  to  memorize. 

Of  what  use  is  the  air  to  the  blood? —  "  It  makes  the  blood 
pure."  What  kind  of  bones  will  pure  blood  make?  —  "Good 
bones ;  strong  bones."  What  kind  of  bones  will  bad  blood 
make  ?  —  "Bad  bones  ;  weak  bones  ;  poor  bones."  What  should 
you  not  breathe  if  you  wish  strong,  healthy  bones? —  "  Impure 
air."  Why  should  you  not  breathe  impure  air?  —  "Because 
impure  air  makes  bad  blood,  and  bad  blood  makes  poor  bones." 

How  many  of  you  have  a  canary  at  home  ?  What  happens 
to  its  feathers  in  the  spring?  —  "The  old  ones  fallout,  and  new 
ones  come  in  their  place."  What  may  you  say  about  a  canary, 
when  you  think  of  this  change  of  its  feathers?  —  "A  canary  is 
not  always  covered  with  the  same  feathers."  Are  you  always 
covered  with  the  same  skin?  Amused  at  this  question,  the 
children  quickh'  reply  in  the  affirmative.  We  tell  them  their 
answer  proves  how  easily  people  may  make  mistakes  when  they 
only  guess  at  things  ;  then  proceed  to  prepare  them  to  answer 
our  question  correctly  and  intelligently.  If  you  put  on  a  new 
pair  of  shoes,  and  walk  in  them  through  the  streets,  why  should 
not  the  shoemaker  take  them  back  if  you  wish  him  to  do  so  ?  — 
"  Because  they  are  dirt}' ;  because  they  are  worn  a  little."  If 
you  keep  on  wearing  the  shoes  every  day  for  several  weeks, 
what  happens  to  them? — "They  are  worn  out."  If  a  child 
walks  barefoot  do  his  feet  wear  out?  —  "  They  do  not." 

Again  we  show  that  guessing  does  not  always  give  correct 
answers,  and  explain  that  bones,  flesh,  and  skin  wear  out,  little 
Iry  little,  as  we  use  the  different  parts  of  the  body ;  that  the 
little,  worn-out  particles,  finer  than  chalk-dust,  are  removed, 
and  their  places  constantly  supplied  by  new  particles  of  bone, 
flesh,  and  skin  made  from  the  wonderful  blood ;  that  this  wear- 
ing out  and  repairing  is  going  on  continually,  so  that  the  body 
is  constantly  changing;  some  portions  veiy  often,  and  others 
more  slowly  and  less  frequently. 


DESCRIPTION    OF    THE    BONES.  59 

Conclusion.  — We  conclude  the  lesson  with  the  formula  con- 
cerning this  change  in  the  substance  of  the  body ;  then  review 
the  Description  of  the  Bones,  by  the  repetition  of  the  several 
formulas  which  have  been  prepared  during  the  lesson  on  this 

subject. 

0 

FORMULA    FOR    DESCRIPTION    OF    THE    BONES. 

1.  My  skull  is  formed  of  several  bones  united,  like  two  saws  with 
their  toothed  edges  hooked  into  each  other. 

2.  My  spine  extends  from  the  base  of  the  skull  behind,  down  the 
middle  of  my  back. 

It  js  composed  of  twenty-four  short  bones,  piled  one  upon  the  other, 
with  cartilage  between  them. 

These  bones  are  fastened  together,  forming  an  upright  and  flexible 
column,  which  makes  me  erect  and  graceful. 

3.  My  ribs  are  curved,  strong,  and  light ;   there  are  twenty-four  of 
them,  twelve  on  each  side ;  they  are  fastened  at  the  back  to  my  spine, 
in  front  to  my  breastbone,  forming  a  hollow  place  for  my  heart,  lungs, 
and  stomach. 

4.  My  shoulder  blades  are  flat,  thin,  and  like  a  triangle  in  shape  ; 
they  are  for  my  arms  to  rest  upon. 

5.  My  collar  bones  are  fastened  to  my  shoulder  blades  and  my 
breastbone  ;   they  keep  my  arms  from  sliding  too  far  forward. 

6.  The  bones  of  old  people  are  hard  and  brittle  ;  those  of  children 
soft  and  flexible ;  so  I  must  sit  and  stand  erect,  that  mine  may  not  be 
bent  out  of  shape.     I  must  not  wear  tight  clothing,  or  do  anything 
that  will  crowd  them  out  of  their  places. 

7.  My  bones  are  made  from  my  food,  after  it  has  been  changed  into 
blood ;   so  I  must  be  careful  to  eat  good,  wholesome  food,  that  they 
may  be  strong  and  healthy. 

8.  I  must  not  breathe  impure  air,  because  impure  air  makes  bad 
blood,  and  bad  blood  makes  poor  bones. 

9.  The  body  of  every  person  is  changing  all  the  time,  because  the 
skin,  flesh,  and  bones  are  always  wearing  out,  and  the  blood  is  always 
repairing  and  building  them  again. 


60  THE   HUMAN   BODY. 


QUESTIONS  FOB  THE  FORMULA. 

1.  Tell  about  the  skull. 

2.  Tell  about  the  spine. 

3.  Tell  about  the  ribs. 

4.  Tell  about  the  shoulder  blades. 

5.  Tell  about  the  collar  bones. 

G.  Tell  about  the  difference  between  the  bones  of  old  people  and  those  of 
children. 

7.  Of  what  are  your  bones  made  ? 

8.  If  you  wish  your  bones  to  be  strong,  why  should  you  not  breathe  impure 
air? 

9.  What  have  you  learned  about  the  change  which  is  always  taking  place 
in  the  body  ? 


DIRECTIONS    FOR    TOUCHING. 

The  Skull.  —  The  hands  are  placed  above  and  around  the  skull  as  the 
name  is  mentioned.  As  the  word  hooked  is  repeated,  the  fingers  of 
the  right  hand  are  interlaced  in  those  of  the  left  to  show  how  tire 
skull  bones  are  united. 

The  Spine. — Both  hands  are  placed  at  the  back  to  touch  the  spine  ; 
the  right  hand  is  placed  at  the  base  of  tlte  brain,  and  passed  down  the 
middle  of  the  Lack,  to  indicate  these  parts.  The  average  length  of  the 
bones  of  the  spine  is  measured  on  the  left  forefinger  with  the  right 
forefinger  as  the  word  short  is  repeated ;  piled  is  shown  by  placing  the 
right  forefinger  upon  the  left ;  upright,  by  holding  the  right  forefinger 
in  a  vertical  position ;  and  flexible,  by  bending  it  up  and  down  several 
times.  Each  child  should  sit  as  erect  as  possible  when  the  word  erect 
is  mentioned. 

The  Ribs. —  As  the  clause,  "  twelve  on  each  side,"  is  repeated,  the 
hands  are  placed  on  the  sides ;  both  hands  are  used  in  touching  the 
spine  and  the  breastbone;  to  show  a  hollow  place,  the  hands  are  put 
together  at  the  wrist  and  the  tips  of  the  fingers,  and  held  so  that  the 
opening  shall  be  in  a  vertical  position ;  care  is  taken  to  keep  the 
thumbs  close  to^  the  fingers.  The  right  hand  is  used  to  touch  the 
heart;  the  hands  are  crossed  upon  the  lungs;  finally,  the  right  hand 
is  again  used  to  indicate  the  position  of  the  stomach. 

The  Shoulder  Blades.—  These  are  touched  from  above  the  shoulders 
when  named.  Their  shape  is  illustrated  by  closing  all  but  the  first 
finger  of  the  left,  and  the  first  and  second  fingers  of  the  right  hand ; 


DESCRIPTION    OF    THE   BONES.  61 

the  left  forefinger  is  held  vertically  to  form  one  side  of  a  triangle, 
which  is  completed  by  using  the  right  forefinger  as  the  base,  and  the 
middle  finger  as  the  third  side  of  the  figure. 

Collar  Bones.  —  A  hand  is  placed  on  each  side  of  the  collar  bones  as 
they  are  mentioned ;  then  upon  the  shoulder  blade,  to  show  where  the 
collar  bones  are  fastened :  both  hands  touch  the  breastbone  when  it  is 
named. 

Hygiene.  —  As  the  children  repeat  the  words,  "So  I  must  sit  and 
stand  erect,"  they  assume  a  very  erect  posture,  to  give  emphasis  to 
what  they  are  repeating. 


QUESTIONS    ON    THE    DESCRIPTION    OF    THE    BONES. 

Touch  the  skull. 

Of  what  is  it  made  ?  —  "  Several  bones  united  together." 

How  are  the  skull  bones  united  ?  —  "Like  two  saws  with  their  toothed  edges 

hooked  into  each  other." 

What  do  you  mean  by  toothed?  —  "Having  points,  like  teeth." 

What  covers  the  skull  ?  —  "  Flesh,  skin,  and  hair." 

Of  what  use  is  the  skull  ?  —  "  It  protects  the  brain." 

What  is  the  brain  ?—  "  That  part  of  my  body  in  which  the  thinking  is  done." 

Where  is  the  spine  ?  —  "It  extends  from  the  base  of  my  skull  behind,  down 

the  middle  of  my  back." 

What  do  you  mean  by  extends ?  —  "Goes  from." 

What  do  you  mean  by  base  ?  —  "  The  lower  part  of  anything." 

Of  what  is  the  spine  made ?  —  "Of  about  twenty-four  short  bones,  with 

cartilage  between  them." 

What  is  cartilage  ?  — "  An  elastic  substance,  harder  than  flesh,  but  softer 

than  bone." 

How  are  the  bones  of  the  spine  placed  ?  —  "  They  are  piled  one  upon  the 

other." 

What  do  you  mean  lay  forming  ?  —  "  Making." 

What  do  you  mean  by  upright  ?  —  "  In  a  vertical  position." 

What  do  you  mean  by  flexible  ?  —  "  Easily  bent." 

What  do  you  mean  by  column?  —  "  A  pillar." 

What  do  you  mean  by  erect  ? —  "  In  a  vertical  position." 

Why  is  cartilage  placed  between  the  bones  of  the  spine? — "To  make  the 

spine  flexible  ;   to  keep  the  brain  from  injury  when  we  walk  or  run." 

What  do  you  mean  by  elastic  ?  —  "  Springing  back   after  having  been 

stretched,  squeezed,  twisted,  or  bent." 

Tell  about  your  ribs.  —  "  My  ribs  are  curved,  strong,  and  light." 

Where  are  your  ribs  ?  —  "  On  each  side  of  my  trunk." 

How  many  ribs  have  you  ?  —  "  Twenty-four  ;  twelve  on  each  side." 


62  THE    HUMAN  *BODY.    , 

How  are  your  ribs  fastened?  —  "At  the  back  to  my  spine  ;  in  front  to  my 
breastbone." 

What  do  your  ribs  form? — "A  hollow  place  for  my  heart,  lungs,  and 
stomach." 

Where  are  your  shoulder  blades  ?  —  "In  the  upper  part  of  my  back." 

What  shape  are  they  ? —  "  Flat,  thin,  and  like  a  triangle." 

Of  what  use  are  your  shoulder  blades  ? —  "  For  my  arms  to  rest  upon." 

Touch  your  collar  bones. 

Where  are  they  fastened  ? —  "To  my  shoulder  blades  and  my  breastbone." 

Of  what  use  are  your  collar  bones  ? —  "  They  keep  my  arms  from  sliding 
too  far  forward." 

Of  what  are  your  bones  made  ?  —  "  Of  food  after  it  has  been  changed  into 
blood." 

Why  should  you  eat  wholesome  food  ?  —  "  That  my  bones  may  be  strong  and 
healthy." 

How  does  impure  air  hurt  the  bones  ? —  "  Impure  air  makes  bad  blood,  and 
bad  blood  makes  poor  bones." 

Why  should  you  sit  and  stand  erect  ?—  "Because  my  bones  are  easily  bent 
out  of  shape  ;  if  I  do  not  sit  and  stand  erect,  they  will  grow  crooked." 

Why  is  it  wrong  to  wear  tight  clothing  ?  —  "  Because  tight  clothing  crowds 
the  bones  out  of  shape." 

Whose  bones  are  the  more  brittle,  those  of  a  child,  or  those  of  an  old  per- 
son ?  —  "  Those  of  an  old  person." 

What  do  you  mean  by  brittle? —  "Easily  broken." 

Whose  are  the  more  flexible  ?  —  "  Those  of  a  child." 

What  do  you  mean  by  flexible  ?  —  "  Easily  bent." 

What  repairs  the  worn  out  bones,  flesh,  and  skin  of  the  body? —  "The 
blood." 

What  do  you  mean  by  repairs  ?  —  "  Mends." 

What  causes  the  bones,  flesh,  and  skin  of  your  body  to  change  often  ?  — 
"  The  bones,  flesh,  and  skin  are  always  wearing  out,  and  the  blood  is  always 
building  and  repairing  them  again." 

What  are  alcoholic  liquors  ? —  "  Liquors  which  have  alcohol  in  them." 

Name  some  alcoholic  liquors. —  "Beer,  wine,  rum,"  etc. 

Whose  bones  mend  the  more  easily  when  broken,  the  bones  of  those  who 
drink  alcoholic  liquors,  or  those  of  the  people  who  do  not  use  these  poisons?  — 
"The  bones  of  those  who  do  not  use  alcoholic  liquors." 

What  other  poison  hurts  the  bones  ?  —  "  Tobacco." 

How  do  alcohol  and  tobacco  hurt  the  bones  ?  —  "  They  make  bad  blood,  and 
bad  blood  makes  poor  bones." 


DESCRIPTION    OF   THE   BONES. 


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THE  HUMAN   BODY. 


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FRONT   VIEW   OF   THE    MUSCLES   OF   THE    BODY. 


PART  VI. 

THE     MUSCLES. 


1.  Introduction. — You  may  stretch  your  arm  to  its  full 
length ;  place  your  left  hand  on  the  front  part  of  your  upper 
arm,  half  way  between  the  shoulder  and  the  elbow  ;  what  do 
you  feel?  —  "Thick  flesh."  Move  your  right  forearm  up  and 
down  ;  as  your  left  hand  rests  on  your  upper  arm,  what  do  you 
feel? —  "  Something  moving."  Move  your  right  thumb  several 
times  in  front  of  the  other  fingers  of  the  right  hand  ;  move  each 
thumb  in  front  of  its  own  hand  ;  what  do  you  feel? —  "  Some- 
thing moving  under  the  skin  ;  the  flesh  moving."  What  do  you 
say  your  bones  are  covered  with? — "Flesh."  What  you  call 
flesh,  grown  people  name  muscles;  then  with  what  may  }'ou  say 
your  bones  are  covered? — "  With  muscles."  Of  what  use  do 
you  suppose  these  muscles  are  to  the  body?  —  "  They  hide  the 
bones ;  they  make  the  body  look  better."  What  did  you  find 
some  of  them  do  when  you  moved  }~our  arm  and  thumbs  ?  — 
"They  moved."  What  do  you  think  they  move?  The  chil- 
dren cannot  tell,  so  we  explain  that  the  muscles  move  the 
bones,  and  may  be  called  "the  bone-movers"  of  the  body; 
also,  the}'  hold,  or  support  the  bones. 

Open  and  shut  the  eyelids.  What  moved  the  eyelids?  — 
"  Muscles."  How  many  bones  are  there  in  the  eyelids  ?  —  "  Not 
any."  Hold  your  chin  so  as  not  to  move  the  lower  jaw,  while 
you  open  your  lips  and  give  the  first  sound  of  the  letter  u. 
What  moved  the  lips?  —  "Muscles."  How  many  bones  are 
there  in  the  lips? — "Not  any."  What  move  the  different 
parts  of  your  face  when  }'ou  laugh?  —  "  Muscles."  What  move 
your  face  when  you  cry?  —  "  Muscles."  Through  these  ques- 


66  THE    HUMAN     IJODV. 

tions,  the  children  are  led  to  notice  that  the  muscles  move  all 
parts  of  the  bod}',  whether  bony  or  not  bony. 

2.  Description  of  Muscles. — How  main*  of  you  have  seen 
muscles?  —  "Nobody."     Why!    have    you    never   seen  meat? 
Never  eaten  boiled  beef  or  chicken?      Did  not  what  you  eat 
cover  bones?     Now  how  many  think  they  have  seen  muscles? 
What  part  of  the  body  is  muscle?  —  "The  part  we  eat;  the 
lean    part;    the    lean    meat."     Yes;    the  word   muscle    means 
"  lean  meat."     What  color  are  the  muscles  ?  —  "  Red." 

We  explain  that  the  muscles  are  made  up  of  a  number  of  fine 
threads,  or  fibres  of  flesh,  just  as  a  piece  of  cord  is  made  up  of 
many  threads  of  cotton  or  linen  ;  that  these  are  put  together  in 
bundles  of  various  shapes ;  some  spindle-shaped,  some  fan- 
shaped,  some  feather-shaped ;  that  the  spaces  between  the 
bundles  are  filled  with  fat,  when  the  body  is  healthy  and  strong  ; 
and  that  the  muscles  are  joined  to  the  bones  by  a  stronger  kind 
of  fleshy  cord,  called  tendon,  —  a  whitish  substance,  softer  than 
bone,  but  harder  than  muscle ;  also  that  there  are  about  four 
hundred  and  fifty  muscles  in  the  body.  A  piece  of  india-rubber 
cord,  connecting  the  parts  of  a  jointed  doll,  may  be  used,  to 
help  the  children  understand  the  elasticity  of  the  muscles. 

Where  are  the  muscles? — "All  over  the  body."  What  are 
the  parts  of  the  body?  —  "The  head,  the  trunk, 'the  limbs." 
What  may  you  call  these  different  muscles,  because  of  their 
place,  or  position  in  the  body? — "The  muscles  of  the  head, 
the  muscles  of  the  trunk,  and  the  muscles  of  the  limbs." 

3.  How  the  Muscles  are  Moved.  — Some  move  when  we  will 
to  move  them,  as  those  of  the  hands  and  feet.     Others  do  their 
work  without  our  help.     We  often  wink  the  eyelids,  not  know- 
ing they  have  moved  ;    and  the  heart,  which  is  only  a  hollow 
muscle,  is  continually  beating,  beating,  without  our  having  any- 
thing to  do  with  it. 

4.  Hygiene  of  the  Muscles. — The  effect  of  exercise  upon 
the  muscles  is  easily  comprehended  when  we  allude  to  the  arms 
of  a  blacksmith,  and  ask  the  children  why  their  own  are  not  as 


THE   MUSCLES.  67 

strong.  The  effect  of  habit  is  also  understood,  when' we  lead 
them  to  compare  the  shoulders  of  those  who  sit  and  stand  in  a 
stooping  posture,  with  those  of  well-trained  soldiers  who  walk 
and  stand  erect. 

How  do  you  feel  when  you  have  walked  a  long  distance  ?  — 
"  Tired."  What  should  you  do  when  you  are  tired  from  walk- 
ing?— ."Sit  and  rest."  We  explain  that  different  sets  of 
muscles  are  employed  in  the  different  motions  of  the  bod}' ;  for 
instance,  some  are  used  when  we  walk,  others  when  we  stand, 
or  sit;  that  muscles  become  tired  when  used  too  long  a  time 
without  rest,  which  accounts  for  our  fatigue,  when  we  have 
walked  too  far,  or  sat  too  long  in  one  position  ;  and  that 
nothing  helps  tired  muscles  but  rest,  either  by  change  of 
employment  or  in  sleep. 

Muscles  need  good  blood,  and  enough  of  it,  to  make  them 
strong ;  so  if  we  would  have  strong  muscles,  we  must  eat 
enough  good,  wholesome  food  to  make  good  blood  ;  we  must 
also  breathe  pure  air,  and  live  in  the  sunlight,  that  they  may  be 
supplied  with  pure,  healthy  blood.  If  through  illness,  want  of 
food,  or  over-fatigue,  our  muscles  do  not  receive  enough  nour- 
ishment from  the  blood,  they  shrink  in  size,  and  lose  strength, 
and  we  become  thin,  or,  as  we  sometimes  say,  "  lose  flesh"  — 
which  means  that  we  lose  muscle. 

Some  people  think  alcoholic  drinks  make  the  museles  strong, 
but  this  is  a  mistake.  Beer,  wine,  brandy,  etc.,  weaken  the 
muscles,  and  sometimes  make  those  who  use  them  unfit  to  work 
or  walk,  as  you  know  is  the  case  when  a  person  is  drunk. 

FORMULA  FOR  THE  LESSON  ON  THE  MUSCLES. 

1.  Muscles  are  the  red,  elastic  bands  and  bundles  of  thread-like 
substance,  called  flesh,  which  cover  the  bones  and  make  the  eyeballs, 
the  eyelids,  the  tongue,  the  heart,  the  lungs,  and  various  other  parts 
of  the  body. 

2.  There  are  about  four  hundred  and  fifty  muscles  in  my  body. 

3.  The  work  of  the  muscles  is  to  support  and  move  my  bones,  and 
different  parts  of  the  body. 


68  THE   HITMAN    BODY. 

4.  The  muscles  may  be  named  the  muscles  of  my  head,  the  mus- 
cles of  my  trunk,  the  muscles  of  my  limbs. 

5.  The  muscles  of  my  head  cover  and  move  the  parts  of  my  head 
and  face.     The  muscles  of  my  trunk  cover  and  move  the  parts  of  my 
neck  and  trunk.     The  muscles  of  my  limbs  cover  and  move  the  parts 
of  my  arms  and  legs. 

6.  Those  muscles  are  the  weakest  which  I  use  least ;  those  muscles 
are  the  strongest  which  I  exercise  most  in  work  or  play. 

7.  If  I  would  be  strong  and  healthy, 

my  muscles  must  be  used, 

my  muscles  must  be  rested, 

my  muscles  must  be  supplied  with  good  blood. 

I  must  exercise  in  work  and  play  to  make  them  strong,;  I  must 
sleep,  or  change  my  kind  of  work  or  play,  to  give  them  rast,  when 
they  are  tired  ;  I  must  breathe  pure  air,  take  wholesome  food  and 
drink,  and  live  in  the  sunlight,  to  supply  them  with  good  blood ;  I 
must  not  weaken  them  by  using  alcohol  or  tobacco. 

QUESTIONS   FOR   THE   FORMULA. 

1.  Tell  about  the  muscles. 

2.  How  many  muscles  have  you  in  your  body  ? 

3.  Of  what  use  are  the  muscles  ? 

4.  How  may  the  muscles  be  named  ? 

5.  Tell  about  the  muscles  of  the  head,  trunk,  and  limbs. 

6.  Which  muscles  are  the  weakest,  and  which  are  the  strongest  ? 

7.  What  is  necessary  if  you  would  have  strong  and  healthy  muscles  ? 

DIRECTIONS  FOR  TOUCHING. 

The  hands  are  crossed  and  passed  very  rapidly  down  the  arms, 
trunk,  and  legs,  while  the  clause  cover  the  bones  is  being  repeated.  A 
hand  is  placed  on  each  eye  to  point  to  the  eyeball  and  touch  the  eye- 
lids ;  the  tongue  is  touched  by  the  tip  of  the  right  forefinger,  the  right 
hand  is  passed  over  the  heart,  and  the  hands  crossed  over  the  lungs,  as 
each  is  mentioned.  Both  hands  are  used  in  touching  the  head,  trunk, 
and  limbs. 

QUESTIONS   ON   THE    MUSCLES. 

What  are  the  muscles?  —  "The  lean  flesh  of  the  body;  bands  and  bundles 
of  fleshy  threads  which  cover  the  body." 

Of  what  use  are  the  muscles  to  the  body?  —  "  They  cover  the  bones ;  they 
support  and  move  the  bones  and  different  parts  of  the  body." 


TMH    MUSCLES.  69 

Name  some  parts  of  the  body  which  are  made  of  muscles.  —"The  eyeballs, 
the  eyelids,  the  tongue,  the  heart,  the  lungs." 

What  color  are  the  muscles  ? —  "Red." 

Plow  do  the  muscles  move  the  bones  ?  —  "  By  shortening  themselves  accord- 
ing to  the  way  the  bones  are  to  be  moved." 

Tell  how  the  muscles  move  your  arm  at  the  elbow.  —  "  The  muscles  in  the 
front  part  of  the  arm  shorten  themselves,  to  draw  my  forearm  toward  the 
shoulder;  when  I  wish  to  stretch  out  the  forearm  these  muscles  lengthen, 
while  another  set  of  muscles  shorten,  to  draw  the  forearm  away  from  the 
upper  arm." 

What  do  you  say  about  the  muscles  because  they  have  the  power  to  shorten 
and  lengthen  themselves  ?—  "  They  are  elastic." 

About  how  many  muscles  are  there  in  your  whole  body? — "About  four 
hundred  and  fifty." 

How  may  these  be  divided  as  you  study  about  them?  —  "They  may  be 
divided  into  the  muscles  of  my  head,  the  muscles  of  my  trunk,  and  the  muscles 
of  my  limbs." 

Of  what  use  are  the  muscles  of  your  head  ?  —  "  They  cover  and  move  the 
parts  of  my  head  and  face." 

Of  what  use  are  the  muscles  of  your  trunk  ?  —  "  They  move  the  parts  of 
my  neck  and  trunk." 

Of  what  use  are  the  muscles  of  your  limbs  ?—  "  They  move  the  parts  of  my 
arms  and  legs." 

How  can  you  make  your  muscles  strong ?  —  "By  using  them." 

How  can  you  make  your  muscles  weak  ?  —  "  By  not  using  them.' ' 

What  is  necessary  to  make  your  muscles  strong  and  healthy?  —  "They 
must  be  used ;  they  must  be  rested  when  tired ;  they  must  be  supplied  with 
pure  blood." 

How  should  the  muscles  be  used  ? —  "  They  should  be  exercised  in  work  or 
play." 

How  may  they  be  rested  ?  —  " I  may  rest  my  muscles  by  changing  position; 
by  changing  my  kind  of  work  or  play;  or  by  going  to  sleep." 

Explain  what  you  mean  by  changing  your  position.  —  "If  I  am  standing, 
I  must  sit  or  lie  down  to  rest  them;  if  they  are  tired,  because  I  have  been  sit- 
ting too  long,  I  must  rest  them  by  standing,  walking,  or  running." 

What  do  you  mean  by  changing  the  kind  of  work  or  play?  —  "If,  in  my 
work  or  play,  my  arms  become  tired,  I  must  do  something  in  which  my  arms 
may  rest,  though  other  parts  of  my  body  may  be  in  exercise." 

How  may  you  help  supply  your  muscles  with  good  blood  ? —  "By  breathing 
pure  air;  by  taking  wholesome  food  and  drink,  and  by  living  in  the  sunlight." 

How  does  drinking  alcoholic  liquors  hurt  the  muscles?  —  "It  makes  them 
weak,  and  unfit  to  move  the  parts  of  the  body." 

What  wonderful  muscle  moves  without  your  will  ?  —  "  The  heart." 

How  does  alcohol  hurt  the  heart ?  —  "It  makes  it  beat  too  fast." 

How  does  "beating  too  fast"  hurt  the  heart?  —  "It  makes  it  tired,  and 
sometimes  wears  it  out."  See  Appendices  on  Alcohol  and  Tobacco. 


70 


THE   HUMAN   BODY. 


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THE   HUMAN    BODY. 


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—  (From  Walker's  Physiology,  1884.) 

THE  SKIN  (very  highly  magnified). 

A,  arteries;  V,  veins;  N,  nerves;  F,  fat  cells;  E,  the  outer  skin;  CL,  the  color 
layer;  D,  the  true  skin;  PT,  a  perspiratory  tube;  HF,  a  hair  and  hair  sac, 
EP,  muscles;  SG,  oil  glands;  TC,  tactile  corpuscles;  CT,  connective  tissue. 


PART   VII. 

THE     SKIN. 


1.  Introduction.     Qualities  of  the  Skin.  —  What  name  do 
we  give  the  outside  covering  of  a  tree? —  "  The  bark.*'     What 
covers  the  muscles,  or  flesh  of  your  body,  as  the  bark  covers 
the  tree?  —  "The  skin."     We  lead  the  children  to  notice  that 
their  skin  is  thin,  by  comparing  it  with  that  of  the  pig  or  the 
elephant;  that  it  will  spring  back  after  it  has  been  stretched, 
squeezed,  twisted,  or  bent,  as  they  readily  perceive  by  experi- 
menting,  and,   therefore,   it  must  be  elastic ;  that  it  must  be 
porous,  because  the  perspiration  oozes  through  it ;  that  it  will 
absorb  ointment,  and  other  substances  applied  to  its  surface  in 
a  more  or  less  liquid  form,  and,  therefore,  must  be  absorbent. 

2.  The   True  Skin. — We  bid  them  take  a  pin  and  put  it 

through  the  surface  of  the  skin  on  the  palm  of  the  hand,  as 
they  sometimes  do  in  play.  They  notice  that  the  blood  does 
not  flow,  nor  do  they  suffer  pain  from  this  experiment ;  but 
they  would  experience  both  effects  if  they  pierced  through 
what  we  teach  them  is  the  inner  or  true  skin.  We  explain 
that  the  blood  flows  from  the  exceedingly  fine  blood-vessels  of 
this  skin  ;  and  pain  is  caused  by  touching  the  little  nerves 
which  send  the  message  concerning  their  injury  to  the  brain ; 
still  further,  we  tell  the  class  that  their  blood-vessels  are  very 
close  to  each  other,  and  when  seen  through  a  microscope,  make 
the  true  skhrlook  very  much  like  a  piece  of  delicate  net-work. 

3.  The  Color  of  the  Skin.  —  Of  what  color  is  the  skin  of  an 
Indian?    of  a  Chinese?  of  a  Negro?     The  children    are    sur- 
prised to  learn  that  the  true  skin  is  of  the  same  color  in  them- 
selves as  in  the  Indian,  Chinese,  Negro,  or  any  other  race  of 


74  THE   HUMAN   BODY. 

men.  They  listen  with  interest  as  we  explain  that  the  differ- 
ence in  color  is  supposed  to  be  caused  by  a  jelly-like  substance, 
which  is  found  between  the  inner  and  the  outer  skin. 

4.  The  Thickness  of  the  Skin,  etc.  —  They  readily  discover 
the  difference  in  the  thickness  of  the  skin,   as  very  thin  and 
delicate  on  the  lips,  thick  on  the  palms  of  the  hands,  and  very 
thick  and  tough  on  the  soles  of  the  feet. 

If  you  cut  or  scratch  }"our  finger,  how  long  before  it  will 
heal?  —  "A  few  days."  When  thoroughly  healed,  how  will 
the  skin  appear  where  it  was  scratched? — "The  same  as  it 
was  before  it  was  scratched."  What  do  you  learn  from  this 
about  the  outside  skin?  —  "That  the  outside  skin  will  grow 
again  after  it  has  been  cut  or  scratched."  Of  what  color  is  the 
skin  where  it  was  cut  or  scratched?  —  "  The  same  color  as  the 
rest  of  the  skin."  What  does  this  show?  —  "  That  the  jelly- 
like  substance  has  come  back."  If  you  have  a  severe  burn, 
what  do  you  notice  after  it  is  healed?  — "A  scar  where  the 
burn  was."  We  explain  that  the  true  skin  has  been  destroyed, 
and  in  its  place  a  sort  of  patch  has  been  made  by  the  blood ; 
this  patch  is  called  a  scar. 

5.  The  Pores  of  the  Skin.  — What  do  you  see  on  the  sur- 
face of  the  skin  when  you  are  very  warm? —  "  Sweat."     We 
give  the  preferable  word,  perspiration,  and  ask  how  the  per- 
spiration comes  out  on  the  skin.     From  what  they  have  already 
learned,  the  children  tell  us,   "Through  its  pores."     Yes,  we 
reply ;  and  you  will  wonder  when  you  hear  about  the  number  of 
these  pores. 

We  mark  off  an  inch  square  on  the  blackboard,  or  place  a 
piece  of  paper  of  this  size  on  the  palm  of  the  hand,  and  tell 
the  class  that  the  number  of  pores  in  such  a  space  on  the  body 
of  an  adult  has  been  estimated  and  found  to  be  500  on  the 
lower  limbs;  1,000  on  the  forehead,  head,  neck,  forearm,  back 
of  the  hand  and  foot,  and  on  the  trunk  ;  and  2,700  on  the  palm 
of  the  hand, and  sole  of  the  foot;  that  each  pore  is  the  mouth 
or  opening  of  a  little  pipe  one-fifteenth  of  an  inch  long  ;  that 


THE   SKIN.  75 

the  length  of  these  tubes,  all  together,  amounts  to  more  than 
153,000  inches,  or  4,250  yards,  —  equal  to  between  2  and  3  miles 
of  tubing  to  be  emptied  of  perspiration.  What  an  uncomfortable 
thought  for  boys  and  girls  who  do  not  wash  very  often ! 

6.  Perspiration  and  Hygiene  of  the  Skin.-  —  What  is  per- 
spiration, and  why  must  it  pass  through  the  pores  of  the  skin? 
We  will  see.  When  your  mother  is  preparing  for  dinner,  what 
does  she  do  with  the  potato-parings,  the  corn-husks,  and  other 
things  she  does  not  wish  to  keep?  —  "  She  puts  them  into  the 
garbage-barrel."  Why? — "Because  they  are  of  no  use  for 
food."  What  do  we  sometimes  call  that  which  is  of  no  use?  — 
"Waste."  Usually  some  child  gives  the  word ;  otherwise  we 
write  it  on  the  board  for  the  class  to  read. 

Does  your  mother  let  the  waste  remain  in  the  room,  or  cel- 
lar, or  does  she  have  it  removed  from  the  house?  —  "  She  has 
it  removed  from  the  house."  "Why  would  it  not  do  for  the 
garbage  to  be  kept  in  the  house  all  the  time? — "It  would 
decay ;  it  would  smell  bad ;  it  would  make  the  air  impure  ;  it 
would  make  us  sick."  You  know  the  food  you  eat  makes 
blood,  but  some  of  that  which  you  give  to  the  stomach  is  of  no 
use  for  blood-making;  what  would  you  call  it?  —  "Waste." 
What  do  you  think  should  be  done  with  it?  —  "  It  should  be 
thrown  away  from  the  body."  You  have  learned  that  little 
particles  of  the  bone,  flesh,  and  skin,  wear  out;  what  should 
be  done  with  them  ?  —  "  The}'  should  be  thrown  away  from  the 
bod}'  also." 

There  are  several  ways  by  which  the  body  becomes  rid  of 
these  useless  particles  and  the  waste  portion  of  the  food ;  one 
of  these  is  through  the  perspiration,  which  is  always  passing 
out  of  the  pores  of  the  skin,  when  we  are  in  health,  although 
we  cannot  always  see  it ;  and  thus  carries  away  more  than  half 
of  the  waste  substance  of  the  bod}*,  through  the  three  millions 
of  little  openings  intended  for  its  escape. 

We  convince  the  children  that  the  perspiration  comes  through 
the  surface  of  the  skin,  though  they  may  not  perceive  it,  by 
letting  them  place  their  apparently  dry  hands  upon  the  surface 


76  THE   HUMAN   BODY. 

of  a  mirror,  or  a.  piece  of  highly-polished  wood  or  steel ;  they 
notice  the  surface  is  dimmed  with  moisture  ;  this,  we  tell  them, 
is  caused  by  the  unseen  perspiration,  which  is  really  passing 
through  the  pores  of  the  skin  in  very  fine  portions,  and  mixing 
with  the  air  around  us,  making  it  impure,  and  not  fit  to  be 
breathed.  If  these  pores  are  closed,  what  do  you  think  will  be 
the  result? —  "  The  perspiration  will  be  kept  in  the  bod}' ;  the 
perspiration  will  not  come  out."  True  ;  and  if  it  is  allowed  to 
remain  in  the  body,  it  will  create  disease  in  your  body-house, 
as  surely  as  the  filthy  garbage  will  cause  disease  in  your 
mother's  house,  if  she  does  not  have  it  removed.  What  do 
3*ou  think  of  people  who  keep  the  pores  of  their  skin  closed 
with  dirt?  —  "They  are  very  foolish;  they  will  get  sick." 
What  must  you  do  if  you  would  have  a  health}'  skin  ?  — <l  I 
must  keep  my  body  clean  ;  I  must  wear  clean  clothing." 

What  makes  the  skin? — "  Blood."  What  does  the  air  do 
for  the  blood?  —  "Makes  it  pure."  Then  what  kind  of  air 
should  you  breathe  if  you  would  have  a  healthy  skin  ?  —  "  Pure 
air."  We  teach  that  pure  air  is  even  more  needful  for  the 
health  of  the  skin  than  clean  water  is  for  its  cleansing. 

Most  of  the  little  folks  know  that  plants  kept  in  dark  places 
become  pale  and  sickly,  and  readily  tell  us  we  must  also  have 
enough  sunlight,  if  we  wish  to  have  a  healthy  skin.  We  lead 
them  to  understand  this  need  more  fully,  by  explaining  that  the 
sun  acts  upon  the  blood  in  the  body  as  really  as  it  does  upon 
the  juices  in  the  plants  and  trees. 

Directions  for  Recitation. — The  several  portions  of  the 
"Formula  on  the  Skin"  are  prepared  and  memorized  as  the 
formulas  in  other  lessons  ;  —  the  children  give  their  thoughts  in 
their  own  language,  and  we  help  them  to  express  the  same  in 
the  words  we  have  chosen  for  them.  In  reciting  the  formula, 
they  touch  only  when  ' '  the  palms  of  the  hands  and  the  soles 
of  the  feet"  are  mentioned. 


THE   SKIN.  77 

FORMULA  FOR  THE   LESSON  ON  THE   SKIN. 

1.  My  skin  covers  my  body. 

2.  It  is  thin,  elastic,  flexible,  porous,  and  absorbent. 

3.  I  have  two  skins;  the  inner  skin  is  the  true  skin. 

4.  My  true  skin  is  elastic,  and  like  a  net-work  of  blood-vessels  and 
nerves.     My  true  skin  is  covered  with  a  jelly-like  substance  which 
gives  color  to  my  skin. 

5.  My  outside  skin  is  not  the  same  thickness  over  my  whole  body.  In 
some  parts,  as  011  the  palms  of  my  hands  and  the  soles  of  my  feet,  it 
is  very  thick  and  tough. 

6.  If  my  outside  skin  be  destroyed,  it  will  grow  again ;  if  the  jelly- 
like  substance  be  destroyed,  it  will  re-appear ;  but  if  my  true  skin  be 
destroyed,  it  will  never  be  perfectly  renewed. 

7.  More  than  half  of  the  waste  substance  of  my  body  passes  from 
it  through  the  pores  of  the  skin,  in  the  form  of  perspiration. 

8.  If  I  would  have  a  healthy  skin, 

I  must  perspire  freely  all  the  time, 
I  must  keep  my  body  clean, 
I  must  wear  clean  clothing, 
I  must  breathe  pure  air, 
and  live  in  the  sunlight. 

QUESTIONS   FOR  THE   FORMULA. 

1.  Where  is  your  skin  ? 

2.  Tell  about  the  skin. 

3.  How  many  skins  have  you  ? 

4.  Tell  about  the  true  skin. 

5.  What  difference  is  there  in  the  thickness  of  your  outside  skin  ? 

6.  What  happens  if  the  different  skins  be  destroyed  ? 

7.  What  passes  through  the  pores  of  the  skin  ? 

8.  What  is  necessary  if  you  would  have  a  healthy  skin  ? 

DIRECTIONS  FOR  TOUCHING. 

The  children  touch  the  palm  of  the  left  hand  with  the  fingers  of  the 
right,  and  the  sole  of  the  left  foot  with  the  same  fingers,  as  these  parts 
are  mentioned. 

QUESTIONS   ON   THE    SKIN. 

Of  what  use  is  the  skin  ? —  "It  covers  the  muscles  of  the  body." 
What  can  you  tell  about  it?  —  "It  is  flexible,  elastic,  porous,  and  absor- 
bent." 

Why  do  you  say  it  is  flexible  ?  —  "  Because  it  is  easily  bent-" 


78  THE    HUMAN    BODY. 

Why  do  you  say  it  is  porous  ?  —  "  Because  it  is  full  of  little  holes,  or  pores." 
Why  do  you  say  it  is  elastic?  —  "Because  it  will  spring  back  after  it  is 

stretched,  squeezed,  twisted,  or  heut." 

Why  do  you  say  it  is  absorbent  ?  —  "  Because  it  will  soak  up  liquids." 
How  many  skins  have  you  ? — "  Two;  an  outside  skin,  and  an  inner  skin." 
Which  is  the  true  skin  ?—  "  The  inner  skin." 

Of  what  is  the  inner  skin  composed  ? —  "  Of  blood-vessels  and  nerves." 
How  do  you  know  that  the  outer  skin  has  no  blood-vessels  ?  —  "  Because  if 

I  put  a  pin  through  the  outer  skin  the  blood  does  not  flow  out,  as  it  would  if 

I  had  cut  a  blood-vessel." 

How  do  you  know  the  outer  skin  has  no  nerves  ?  —  "  Because  if  I  put  a  pin 
through  my  outer  skin  it  does  not  make  me  suffer  pain,  as  it  would  if  I  had 
touched  a  nerve." 

What  gives  color  to  the  skin  ? —  "  A  jelly-like  substance  between  the  inner 
and  the  outer  skin." 

What  have  you  learned  about  the  true  skin?  —  "That  it  is  of  the  same 
color  in  people  of  every  nation." 

What  difference  is  there  in  the  thickness  of  the  outer  skin  ?  [See  For- 
mula.] 

What  passes  through  the  pores  of  the  skin  ?     [See  Formula.] 

What  is  this  waste  called  when  it  comes  from  the  surface  of  the  skin  ?  — 
"  Perspiration." 

When  does  the  perspiration  flow  through  the  pores  of  the  skin  ?  —  "  All  the 
time,  if  the  skin  is  healthy." 

Why  do  we  not  always  see  the  perspiration  which  passes  through  the 
pores  ?  —  "  Because  it  does  not  always  form  drops  on  the  surface  of  the  skin ; 
it  generally  passes  off  in  very  fine  particles." 

What  becomes  of  the  fine  or  minute  portions  of  perspiration  which  pass 
from  the  body  ?  —  "  Some  of  these  portions  are  absorbed  by  the  clothing;  some 
pass  into  and  mix  with  the  air  around  us." 

What  effect  does  the  perspiration  produce  on  the  air  and  the  clothing?— j 

II  It  soon  makes  the  air  unfit  to  be  breathed,  and  the  clothing  unfit  to  be  worn." 

What  is  necessary  if  you  would  have  a  healthy  skin  ?    [See  Formula.] 

Why  must  you  wear  clean  clothing  ?  —  "  That  there  may  be  nothing  impure 
in  the  clothing  for  the  pores  of  the  skin  to  absorb." 

Why  should  you  breathe  pure  air  ?  —  "  Because  pure  air  purifies  the  blood, 
and  pure  blood  is  necessary  to  make  a  healthy  skin." 

How  does  drinking  alcoholic  liquors  hurt  the  skin  ?  —  "It  makes  the  blood 
impure,  and  impure  blood  makes  unhealthy  skin." 

In  what  other  way  does  drinking  these  liquors  hurt  the  skin? — "It  gives 
the  skin  too  much  work  to  do." 

How  does  it  give  it  too  much  work  to  do?  —  "It  makes  more  waste  sub 
stance  to  pass  from  it  through  the  pores,  in  the  form  of  perspiration." 

In  what  other  way  does  drinking  alcoholic  liquors  hurt  the  skin? — "It 
makes  it  a  bad  color." 

How  does  it  make  the  skin  a  bad  color?  —  "It  stretches  the  little  blood- 
vessels of  the  skin,  and  makes  them  too  full  of  blood."  See  Appendix. 


THE    SKIN. 


79 


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THE   HUMAN   BODY. 


THE    HEART. 


A,  the  right  ventricle  ;  B,  the  left  ventricle  ;   C,  the  right  auricle 
D,  the  left  auricle  ;   E,  the  aorta ;  F,  the  pulmonary  artery. 


PART    Till. 

THE    HEART    AND    THE    CIRCULATION 
OF    THE    BLOOD. 

The  lessons  on  the  Heart  and  Circulation  of  the  Blood  are 
prefaced  by  reviewing  the  Questions  on  the  Introductory  Les- 
sons. 

1.  The  Heart. —  Of  what  shape  is  your  heart?  —  "Like  a 
cone."  This  question  is  answered  correctly,  when  we  refer  the 
children  to  the  shape  of  the  heart  of  an  ox  or  calf,  which  many 
have  seen,  or  when  we  show  them  a  picture  of  this  organ  on  a 
chart  of  the  Circulatory  System. 

When  the  chart  is  before  them  they  readily  see  the  position 
of  the  heart ;  otherwise,  we  explain  where  it  is.  In  either  case, 
they  place  their  hands  on  the  chest,  over  the  heart,  when  they 
have  learned  its  position.  They  try  to  count  how  many  times 
the  heart  beats  in  a  minute,  though  not  often  successful  in 
obtaining  the  correct  number  of  pulsations.  We  ask,  How  does 
your  heart  beat  when  3*011  run  fast?  —  "Very  fast."  How 
when  you  are  frightened?  —  "  Very  fast."  Then  does  the  heart 
always  beat  the  same  number  of  times  a  minute? — "  It  does 
not."  We  explain  that  the  heart  beats  very  fast  when  a  person 
is  in  a  high  fever,  and  very  slowl}'  in  some  cases  of  disease,  or 
extreme  weakness  ;  that  the  heart  of  a  child  beats  faster  than 
that  of  an  adult,  but  the  usual  number  of  beats  is  about  seventy 
or  seventy-five  a  minute. 

You  have  already  learned  that  the  heart  sends  or  pumps  the 
blood  into  the  arteries.  When  does  the  heart  pump  blood  into 
the  arteries? — "  Every  time  it  beats."  We  tell  the  class  that 
the  heart  sends  out  about  two  ounces  of  blood  at  each  beat ; 
then  let  the  children  proceed  to  construct  the  formula  in  the 
usual  manner. 


82  THE   HUMAN    BODY. 

2.  The  Blood. —  If  }*ou  cut  3-0111-  finger  what  will  come  out?  — 
"Blood."  How  does  the  blood  come  out?  —  "It  flows  out." 
How  does  it  flow  out?  —  "In  drops."  What  may  you  sa}' 
about  the  blood  because  it  flows  in  drops?  —  "It  is  a  liquid." 
Of  what  color  is  the  blood? —  "  Red."  From  what  is  it  made ? 
—  "  From  the  food  I  eat."  Where  does  it  flow  from  ?  —  "  From 
the  heart."  Through  what  does  it  flow? — "Through  pipes 
called  arteries."  How  are  these  arteries  arranged? — "Like 
the  branches  of  a  tree,"  the  children  will  tell  us,  if  a  chart  is 
used  in  giving  the  lesson  ;  without  a  chart  we  are  obliged  to 
explain  about  the  appearance  and  arrangement  of  the  arteries, 
by  allusion  to  the  veins  on  the  back  of  the  hand. 

What  does  the  blood  make?  —  "  Bones,  flesh,  skin,  hair,  nails, 
and  cartilage."  When  does 'it  make  these  substances? — "As 
it  flows  through  the  body."  We  explain  that  in  making  bone 
and  the  other  materials  of  the  body,  the  blood  gives  away  its 
goodness,  and  thus  becomes  poor ;  that  the  body  is  constantly 
wearing  out,  as  they  learned  in  a  previous  lesson,  and  the  blood 
does  its  share  in  carrying  away  the  waste,  bad  or  impure  sub- 
stances it  meets,  and  thus  becomes  dark  and  impure  itself,  so 
that  it  is  no  longer  fit  to  strengthen  and  build  up  the  body. 
What  becomes  of  the  bad  blood? — "It  goes  into  the  veins." 
Where  do  the  veins  carry  it?  —  "  Back  to  the  heart."  Where 
does  the  heart  seirl  it? — "  To  the  lungs."  What  happens  to 
the  bad  blood  in  the  lungs  ?  —  "It  is  made  pure."  What  makes 
it  pure  ?  —  "  Pure  air." 

We  call  upon  a  child  to  show  us,  from  the  chart,  the  course 
of  the  blood  from  the  heart  to  the  fingers  of  the  right  hand  ; 
from  the  fingers  back  to  the  heart.  Another  shows  it  for 
the  left  hand ;  others  show  it  for  the  left  foot  and  the  right 
foot.  This  exercise  is  repeated  until  all  the  class  understand 
the  way  the  blood  journeys  through  the  body,  "  from  the  heart 
through  the  body,  back  to  the  heart ;  from  the  heart  to  the  lungs 
and  back  again  to  the  heart."  We  teach  them  that  this  way  of 
moving  is  called  circulation,  and  lead  them  to  notice  that  it 
requires  a  double  circulation  to  make  one  complete  circulation 
of  the  blood. 


THE  HEART  AND  CIRCITLATIOH  OF  THE  BLOOD.          83 


If  you  bind  a  cord  tightly  around  one  of  your  fingers,  how 
does  the  finger  appear  after  a  short  time  ?  —  "  Dark  red. ' '  Why 
does  the  finger  appear  dark  red  ? —  "  Because  the  blood  does  not 
move  fast  enough  through  it."  Why  does  not  the  blood  move 
fast  enough  through  it? — "Because  the  finger  is  tied  up." 
What  do  you  tie  up  in  the  finger  beside  bone?  —  "  Flesh  and 
skin."  What  pipes  are  in  flesh  and  in  skin? — "Veins  and 
arteries."  Then  what  are  tied  up,  or  pressed  upon  beside  bone, 
when  you  tie  up  your  finger? — "Veins  and  arteries."  What 
do  you  think  happens  when  the  blood  comes  to  the  arteries  and 
veins  which  have  been  tied  up? — "It  is  stopped;  it  cannot 
flow  fast."  Suppose  you  fasten  a  belt  very  tightly  around  your 
waist,  what  do  you  do  to  the  blood-vessels  of  the  wraist,  beneath 
the  belt? — -"Tie  them  up;  press  against  them."  Can  the 
blood  move  as  fast  as  it  should  when  the  arteries  and  veins  are 
pressed  against?  —  "  It  cannot." 

Wo  explain  some  of  the  effects  produced  by  the  stoppage  of 
the  free  circulation  of  the  blood  ;  then  ask,  How  must  the  blood 
circulate  if  you  would  have  a  healthy  body?  —  "  It  must  circu- 
late without  stopping."  We  give  the  term  freely.  How  must 
your  clothing  fit,  if  you  do  not  wish  it  to  stop  the  circulation  of 
the  blood? —  "  It  must  fit  loosely." 

How  does  the  blood  move  when  you  run  fast?  —  "  It  moves 
fast."  When  you  are  still?  —  "It  moves  slower  than  when  I 
am  running."  Whose  blood  circulates  the  most  freely,  that  of 
a  child  almost  too  lazy  to  move,  or  that  of  one  who  is  industri- 
ous and  quick  at  work  or  play?  —  "That  of  one  who  is  quick 
at  work  or  play."  We  call  upon  a  child  to  "  exercise  "  its  class- 
mates in  moving  the  hands  and  arms  in  various  directions,  first 
very  slowly,  then  very  rapidly.  This  leads  them  to  notice  the 
increased  heat  produced  when  the  bod}'  is  in  action,  wrhich,  we 
explain,  is  caused  by  the  rapid  movement  of  the  blood  through- 
out its  parts.  What  do  you  sometimes  see  coachmen  and  car- 
drivers  do  in  winter  when  their  hands  are  cold,  and  they  cannot 
get  near  a  fire  to  warm  themselves?  —  "  The}'  rub  their  hands ; 
they  throw  their  arms  backward  and  forward  across  the  chest 
very  fast."  Why  do  they  do  this?  —  "To  get  warm."  How 


84  THE   HUMAN   BODY. 

does  this  make  them  warm ?  —  "It  makes  the  blood  move 
faster."  Then  why  is  exercise  in  work  or  play  of  use  to  the 
body? — "-It  makes  the  blood  move  fast;  it  makes  the  blood 
circulate  freely." 

The  efficac}*  of  ' '  rubbing  "  to  warm  the  body  or  to  soothe 
pain  is  explained,  and  our  lesson  is  concluded  with  the  reading 
of  the  formulas  which  have  been  constructed  and  written  upon 
the  board  during  the  progress  of  our  conversations  about  the 
heart  and  circulation  of  the  blood. 

FORMULA   FOR   THE   LESSON   ON  THE   HEART  AND 
THE   CIRCULATION   OF   THE   BLOOD. 

1.  My  heart  is  shaped  like  a  cone,  and  placed  in  my  chest  near  my 
breastbone,  with  its  apex  pointing  downward  to  my  left   side.     It 
beats  about  seventy  times  a  minute,  sending  out  about  two  ounces  of 
blood  at  every  beat. 

2.  The  blood  when  pure  is  of  a  bright  red  color ;    it  is  a  liquid 
made  from  food  and  drink. 

3.  It  passes  from  my  heart  to  all  parts  of  my  body,  through  pipes 
called    arteries;    these    arteries   spread    out    through   the   body   like 
branches  from  a  tree. 

4.  As  the  blood  flows  from  the  heart,  through  the  arteries,  it  gives 
nourishment  to  every  part  of  the  body,  and  carries  away  the  impuri- 
ties it  meets,  which  makes  it  black  and  thick ;  when  it  comes  through 
the  veins,  back  to  the  heart,  it  is  not  fit  to  be  used,  so  it  goes  to  the 
lungs  to  be  purified  by  the  fresh  air ;  then  it  returns  to  the  heart  to 
be  sent  again  throughout  the  body ;  this  happens  once,  in  from  three 
to  eight  minutes,  and  is  called  the  circulation  of  the  blood. 

7.  If  I  would  be  healthy, 

my  blood  must  be  pure  and  circulate  freely  all  the  time. 

5.  It  will  not  circulate  freely, 

if  I  wear  tight  clothing, 
if  I  do  not  exercise  in  work  or  play, 
if  I  do  not  keep  my  body  warm. 
0.  It  will  be  impure, 

if  I  breathe  bad  air, 

if  I  eat  unwholesome  food, 

if  I  drink  alcoholic  liquors, 

if  I  snuff,  smoke,  or  chew  tobacco. 


THE  HEART  AND  CIRCULATION  OF  THE  BLOOD.          85 


QUESTIONS   FOR   THE   FORMULA. 

1.  Tell  about  the  heart  and  where  it  is  placed. 

2.  Tell  about  the  blood  and  of  what  it  is  made. 

3.  Where  does  the  good  blood  pass  after  it  is  sent  out  from  the  heart  ? 

4.  Tell  what  the  blood  does  as  it  flows  through  the  body. 

5.  What  is  this  flowing  of  the  blood  to  and  from  the  heart  called  ? 

6.  How  often  does  it  happen  ? 

7.  What  is  necessary  if  you  would  have  pure  blood  ? 

8.  When  will  the  blood  not  circulate  freely  ? 

9.  When  will  the  blood  be  impure  ? 


DIRECTIONS   FOR  TOUCHING. 

The  Heart.  —  In  describing  the  position  of  the  heart,  both  hands  are 
placed  upon  the  chest,  and  the  right  hand  is  used  to  touch  the  left  side 
and  the  breastbone,  as  each  is  named.  The  same  hand  is  moved  back 
and  forth  to  illustrate  the  beating  of  the  heart.  . 

The  Blood.  —  As  the  clause,  it  passes  from  my  heart,  is  repeated, 
the  children  place  the  right  hand  upon  the  heart,  and  move  it  quickly 
away  as  they  say,  to  all  parts  of  my  body. 

The  same  hand  is  placed  upon  the  heart,  each  time  the  latter  is 
named;  the  hands  are  crossed  upon  the  chest  to  show  the  position  of 
the  lungs. 


QUESTIONS    ON    THE     HEART    ANI>    THE    CIRCULATION   OF  THE 

BLOOD. 

Of  what  shape  is  your  heart  ?  —  "  My  heart  is  shaped  like  a  cone." 

Where  is  it  placed  ?  —  "  In  the  chest,  pointing  toward  my  left  side." 

What  bone  is  it  near  ?  —  "It  is  near  my  breastbone.'' 

Of  what  use  is  the  heart?  —  "It  contains  the  blood  and  sends  it  to  the  dif- 
ferent parts  of  the  body." 

How  much  blood  is  sent  from  the  heart  at  each  beat?  —  "About  two 
ounces." 

What  is  the  blood  ? —  "  A  liquid  made  from  food  and  drink." 

Of  what  color  is  the  blood?  —  "Bright  red,  when  pure  ;  dark  red,  when 
impure." 

How  does  the  heart  send  the  blood  through  the  body? — "  Through  pipes 
called  arteries." 

What  do  the  arteries  resemble  in  the  way  they  are  arranged? — "The 
branches  of  a  tree." 

What  makes  the  blood  impure?  —  "As  the  blood  flows,  it  gives  nourish- 
ment to  every  part  of  the  body  ;  this  makes  it  poor.  It  also  takes  up  the  old 
worn-out  particles  ;  this  makes  it  impure." 


86  THE   HUMAN   BODY. 

Where  do  the  arteries  carry  the  impure  blood  ?  —  "  To  the  veins." 
Where  do  the  veins  carry  the  impure  blood ?  —  "To  the  heart." 
Where  does  the  heart  carry  the  impure  blood  ?  —  "  To  the  lungs." 
What  happens  to  the  impure  blood  in  the  lungs  ?  —  "  It  is  made  pure." 
What  makes  it  pure  ? — ' '  Pure  air." 
•  Where  do  the  lungs  send  the  blood  after  it  is  made  pure?  — "Back  to  the 

heart." 

Where  does  the  heart  send  the  pure  blood  ?  — "  Throughout  the  body." 
What  is  the  journey  of  the  blood  to  and  from  the  heart  to  the  different 

parts  of  the  body  called  ?  —  "  The  circulation  of  the  blood." 

What  is  the  circulation  of  the  blood?  —  "The  circulation  of  the  blood  is 

its  journey  from  the  heart  to  the  different  parts  of  the  body,  and  from  the  dif- 
ferent parts  of  the  body  back  to  the  heart." 

How  often  does  this  circulation  take  place  ?—  "  Once  in  from  three  to  eight 

minutes,  according  as  the  heart  beats  fast  or  slowly.'' 

What  kind  of  blood  is  necessary  to  health ? —  "Pure  blood." 

How  should  the  blood  circulate  ?  —  "  Freely,  all  the  time." 

What  do  you  mean  by  freely  ?  —  "Without  anything  to  hinder." 

What  is  necessary  for  the  free  circulation  of  the  blood?  —  "I  must  wear 

clean  clothing;  I  must  exercise  in  work  or  play;  I  must  keep  my  body  warm." 
How  does  tight  clothing  hinder  the  free  circulation  of  the  blood? — "By 

pressing  upon  the  arteries  and  veins ;  and  when  about  the  waist,  causing  the 

ribs  and  other  parts  of  the  body  to  press  upon  the  heart." 

How  does  exercise  help  the  free  circulation  of  the  blood? — "Exercise 

makes  the  heart  beat  faster,  which  causes  the  blood  to  move  faster  through 

the  arteries  and  veins." 

Why  does  keeping  the  body  warm  help  the  circulation  of  the  blood  ?  — 

"  Because  the  blood  moves  faster  when  it  is  warmest;  cold  chills  the  blood,  and 

makes  it  move  slowly." 

What  harm  do  alcoholic  liquors  do  to  the  heart? — " They  make  it  tired, 

and  sometimes  wear  it  out." 

In  what  way  do  they  make  it  tired  ?  —  "  They  make  it  beat  too  fast." 
Why  does  it  beat  too  fast  ? —  "  Because  it  is  hurrying  to  drive  the  alcohol 

out  of  the  body." 

In  what  other  way  do  alcoholic  liquors  hurt  the  heart?  —  "  They  produce 

disease  in  it." 

Tell  one  way  by  which  the  heart   becomes  diseased  through  alcoholic 

liquors  ?  —  "  Alcohol  softens  the  fibres  of  the  muscles  of  the  heart,  and  fills 

them  with  fat." 

What  harm  does  this  do  to  the  heart ?  —  "It  makes  it  too  weak  to  do  its 

work,  which  is  to  pump  the  blood  through  the  body." 

What  sometimes  happens  when  the  heart  is  thus  weakened?  —  "It  stops 

beating,  which  causes  sudden  death." 

What  harm  does  alcohol  do  to  the  blood?  —  "It  uses  up  the  water  of  the 

blood;  it  destroys  the  goodness  of  the  red  part;  it  makes  the  blood  thin,  im- 
pure, and  unfit  to  do  its  work.    See  Appendices  on  Alcohol  and  Tobacco. 


THE  HEART  AND  CIRCULATION  OF  THE  BLOOD. 


87 


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THE   HUM  AX    BODY. 


THE   LUNGS. 

1.  The  windpipe.  3.  The  trachea. 

5.  The  right  bronchial  tube.  7.  Outline  of  the  right  lung. 

0.  The  left  bronchial  tube.  8.  Outline  of  the  left  lung. 


PART  IX. 

THE    LUNGS    AND    RESPIRATION. 


1.  Introduction. — Where  does  the  heart  send  the  impure 
blood?  —  "Into  the  lungs."     Why  does   the   heart   send   the 
impure  blood  into  the  lungs? — "To  be  made  pure."     What 
makes  the  bloor?  pure? — "Pure  air."     How  does  the  air  get 
into  the  lungs? — "  Through  the  nose,  mouth,  and  windpipe." 
How    many    lungs    have    you? — "Two."      What    are    they 
called? — "The    right    and    the   left   lung."     Where    are    the 
lungs  placed?  —  "  In  the  chest."     In  which  part  of  the  chest? 
—  "In  the  upper  part." 

When  convenient,  we  show  the  position  of  the  lungs  from  a 
chart  representing  the  respiratory  system  ;  otherwise,  we  point 
to  their  location  in  the  body.  We  explain  wh}T  the  chest  and 
armpits,  also  the  back,  between  and  about  the  shoulder  blades, 
should  be  well  protected  by  clothing. 

The  substance  and  appearance  of  the  lungs  are  next  de- 
scribed, —  soft  flesh  filled  with  tubes  and  air-cells,  which 
make  them  resemble  sponge  or  honey-comb ;  the  children 
are  told  that  these  air-cells  and  tubes  are  sometimes  closed  by 
disease  and  become  solid,  in  which  case  the  air  cannot  pass 
through  them. 

2.  The  Use  of  the  Lungs.  — We  draw  upon  the  blackboard 
the  outline  of  a  common  bellows,  and  call  upon  the  pupils  to 
point  out  and  name  its  parts,  as   the  handle,  the   box,  and  the 
nose  or  nozzle  ;  also  to  explain  the  use  of  each.     We  let  them 
take  several  long,  deep,  and  full  inspirations,  and  lead  them  to 
notice  the  alternate  expansion    and    contraction  of   the    chest 
during  respiration.     To  help  them  understand  the  process  of 


90  THE   HUMAN    BODY. 

breathing,  we  compare  the  lungs  with  the  bellows,  and  show 
that,  as  the  box  of  the  bellows  swells  out  when  the  air  rushes 
into  it  through  its  nozzle,  so  the  lungs  become  larger  when  the 
air  rushes  into  them,  through  the  nose,  mouth,  and  windpipe, 
down  into  the  tubes  and  air-cells  ;  and,  as  the  box  of  the  bel- 
lows becomes  smaller  when  its  handles  are  drawn  together, 
and  the  air  rushes  out  through  its  nozzle,  so  the  lungs  contract 
and  become  smaller  when  the  air  flows  out  of  the  air-cells  and 
tubes,  through  the  windpipe,  mouth,  and  nose,  into  the  atmos- 
phere. 

Can  you  live  without  breathing  ?  Why  not  ?  —  "  The  air  will 
not  get  into  the  lungs."  What  happens  when  pure  air  does 
not  enter  the  lungs? — "We  die."  This  is  illustrated  by 
referring  to  the  appearance  of  persons  who  have  been  drowned, 
and  asking  why  we  cannot  live  long  under  water.  —  "%  Because 
we  cannot  get  air ;  because  the  water  fills  the  mouth  and 
throat."  What  happens  to  the  blood  when  we  cannot  get  pure 
air? —  "  It  is  poisoned."  What  happens  to  the  body  when  the 
blood  is  poisoned?  —  "  It  dies."  Then  why  must  we  breathe? 
—  "  That  the  lungs  may  have  pure  air  to  make  the  blood  pure, 
so  that  we  may  not  die." 

3.  Hygiene  of  the  Lungs. — By  familiar  conversation  we 
obtain  from  the  class  nearly  all  the  rules  found  in  the  formula 
for  keeping  the  lungs  in  a  healthy  condition. 


FORMULA  FOR  THE  LESSON  ON  THE  LUNGS  AND 
RESPIRATION. 

1.  My  lungs  are  the  bellows  or  breathing  machines  of  my  body. 

2.  They  are  composed  of  a  soft,  fleshy  substance,  full  of  small  air- 
cells  and  tubes.     They  are  porous  and  spongy  when  healthy,  but  in 
some  diseases  become  an  almost  solid  mass,  through  which  the  air 
cannot  pass. 

3.  I  breathe  by  drawing  the  air  through  my  windpipe,  along  the 
tubes  into  the  cells  of  my  lungs,  swelling  them  out,  and  causing  my 
chest  to  expand ;   then  the  chest  contracts,  and  the  impure  vapor  in 


THE    LUNGS   AND   RESPIRATION.  91 

my  lungs  is  pressed  out  through  the  same  tubes,  windpipe,  nose,  and 
mouth,  into  the  atmosphere. 

4.  I  cannot  live  without  breathing,  because  if  the  air  does  not  go 
down  into  my  lungs,  the  dark  blood  in  them  is  not  changed  into  pure 
red  blood,  and  goes  back  through  my  body  dark  blood,  which  cannot 
keep  me  alive. 

5.  If  I  would  have  healthy  lungs, 

I  must  breathe  pure  air, 

I  must  live  in  the  sunlight, 

I  must  keep  my  body  clean, 

I  must  wear  loose  clothing, 

1  must  wear  clean  clothing, 

I  must  sit  and  stand  erect, 

I  must  keep  all  parts  of  my  body  warm, 

I  must  not  change  my  winter  clothing  too  early  in  the  spring, 

I  must  avoid  draughts  of  cool  air, 

I  must  not  rush  into  the  cold  when  I  am  in  a  perspiration, 

I  must  not  poison  my  lungs  with  alcohol  or  tobacco. 

QUESTIONS  FOR  THE  FORMULA. 

1.  What  are  the  lungs  ? 

2.  Describe  the  lungs. 

3.  How  do  you  breathe  ? 

4.  Why  can  you  not  live  without  breathing  ? 

5.  What  is  necessary  if  you  would  have  healthy  lungs  ? 


DIRECTIONS  FOR  TOUCHING. 

The  children  place  the  right  hand  over  the  left  lung,  and  the  heart ; 
the  left  hand  over  the  right  lung,  and  both  hands  over  the  chest,  as 
each  is  mentioned. 

In  describing  the  process  of  breathing,  they  touch  the  nose  and 
mouth  with  the  right  hand,  which  they  also  use  in  pointing  to  the 
location  of  the  windpipe;  the  hands  are  crossed  upon  the  chest  to  indi- 
cate the  position  of  the  lungs ;  both  hands  are  moved  outward  to  illus- 
trate the  wTord  "  expand,"  and  downward  toward  the  lungs  for  "  con- 
tract " ;  the  windpipe  is  pointed  toward,  and  the  mouth  and  nose 
touched,  with  the  right  hand,  which  is  also  moved  backward  and 
forward,  to  show  where  the  atmosphere  may  be  found. 


92  THE   HUMAN    BODY. 


QUESTIONS    ON    THE    LUNGS    AND    RESPIRATION. 

Of  what  are  the  lungs  composed  ?  —  "  Of  a  soft,  fleshy  substance,  full  of 
small  air-cells  and  tubes." 

Of  what  use  are  the  lungs  ?  —  "  They  are  the  breathing  machines  of  the 
body." 

How  do  the  lungs  appear  when  healthy  ?  —  "  Porous  and  spongy." 

How  does  the  air  get  into  the  lungs?  —  "The  air  flows  through  the  nose 
and  mouth,  into  the  windpipe  and  along  the  air-tubes,  into  the  air  cells  of  the 
lungs.' ' 

What  does  the  air  do  in  the  lungs  ?  —  "  It  swells  the  lungs  and  causes  the 
chest  to  expand." 

What  do  you  mean  by  expand? —  "  To  increase  in  size." 

How  is  the  air  expelled  from  the  lungs  ?  —  "  The  chest  contracts  and  sends 
the  impure  air  through  the  tubes  and  windpipe,  the  nose  and  mouth,  into  the 
atmosphere." 

What  do  you  mean  by  contracts  ?  —  "  Becomes  smaller. ' ' 

What  do  you  mean  by  atmosphere  ? —  "  The  air." 

Of  what  use  is  the  air  when  it  is  in  the  lungs  ?  — '  •  It  makes  the  blood  pure." 

Why  can  you  not  live  without  breathing?  —  " Because,  if  I  do  not  breathe, 
pure  air  cannot  get  into  the  lungs  to  make  the  bad  blood  pure,  and  I  cannot 
live  if  the  dark,  impure  blood  is  sent  back  again  through  my  body." 

Why  must  you  live  in  the  sunlight?  —  "Because  the  sunlight  helps  to 
purify  the  blood  and  strengthen  the  body." 

Why  must  you  wear  loose  clothing? — "Because  tight  clothing  stops  the 
circulation  of  the  blood." 

Why  must  you  avoid  tight-lacing? — "  Because  tight-lacing  crowds  the 
ribs  against  the  lungs,  so  that  the  lungs  cannot  move  freely." 

Why  should  you  wear  clean  clothing? — "That  nothing  impure  may  pass 
into  the  body  through  the  pores  of  the  skin." 

Why  should  you  keep  the  body  clean  ? —  "  That  the  pores  of  the  skin  may 
not  be  closed,  but  remain  open  to  let  the  perspiration  pass  through." 

What  has  the  cleanliness  of  the  body  to  do  with  the  health  of  the  lungs  ? — 
"  If  the  body  is  not  kept  clean,  the  perspiratory  pores  become  clogged." 

What  happens  when  the  perspiratory  pores  are  clogged?  —  "The  impure 
particles  which  should  pass  through  them  stay  in  the  body,  and  cause  disease 
in  the  lungs  or  other  parts." 

Why  should  you  sit  and  stand  erect  ? —  "Because,  if  I  am  in  the  habit  of 
stooping,  my  lungs  will  be  crowded,  and  will  not  have  enough  room  to  move 
freely." 

Why  should  you  keep  all  parts  of  the  body  warm? — "Because  chilling 
any  part  of  the  body  causes  the  blood  to  chill  in  that  part,  and  thus  hinders  its 
circulation." 

Why  should  you  not  change  your  winter  clothing  too  early  in  the  spring  of 
the  year  ?  —  "  I  may  take  cold  if  not  warmly  clothed  during  the  cool  days  of 
early  spring." 


THE   LUNGS    AND   RESPIRATION.  93 

Why  should  you  avoid  draughts  of  cool  air  ?  —  "  Because  the  cool  air  blows 
upon  some  parts  of  the  body  and  closes  the  pores  of  the  skin,  checking  the 
perspiration,  and  hindering  the  circulation  of  the  blood." 

Why  should  you  not  rush  suddenly  from  a  warm  to  a  cool  place? — "Be- 
cause when  warm  the  pores  of  the  skiu  are  open ;  if  I  rush  suddenly  into  the 
cool  air,  these  pores  are  closed  too  quickly." 

Why  does  stopping  the  perspiration  hurt  the  lungs  more  or  less  ?  —  "  The 
impurities  it  ought  to  carry  away  remain  in  the  body,  make  the  blood  impure, 
and  produce  disease  in  some  part;  very  often  that  part  is  the  lungs." 

What  harm  does  alcohol  do  in  the  lungs  ? —  "It  fills  the  lungs  with  impure 
blood." 

What  harm  does  it  do  to  the  air-cells  ? —  "It  hardens  the  walls  of  the  air- 
cells  of  the  lungs." 

What  harm  is  done  by  the  hardening  of  these  air-cells? — "1.  The  lungs 
cannot  take  in  enough  of  the  gas  called  oxygen  to  purify  the  blood  perfectly. 
2.  The  gases  or  vapors  in  the  lungs  cannot  pass  freely  through  the  hardened 
air-cells." 

What  happens  from  this  ? —  "  The  lungs  become  diseased." 

From  what  disease  do  some  hard  drinkers  suffer? — "Alcoholic  consump- 
tion, for  which  there  is  no  cure."  See  Appendices  on  Alcohol  and  Tobacco. 


94 


THE    HUM  AX   BODY. 


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96 


THE    HUMAN    BODY. 


THE    DIGESTIVE   ORGANS. 


1.  The  upper  jaw. 

2.  The  lower  jaw. 

3.  The  tongue. 

4.  The  roof  of  the  mouth. 

5.  The  food-pipe. 
(5.  The  windpipe. 

7,  8.  Where  the  saliva  is  made. 
!).  The  stomach. 

10.  The  liver. 

11.  Where  the  bile  is  made. 


12.  The  duct  through  which  the  bile  passes 

to  the  small  intestine. 

13.  The  upper  part  of  the  small  intestine. 

14.  Where  the  pancreatic  juice  is  made. 

15.  The  small  intestine. 

16.  The  opening  of  the  small  into  the  large 

intestine. 
17-20.  The  large  intestine. 

21.  The  spleen. 

22.  The  spinal  column. 


PART    X. 

THE    DIGESTIVE    ORGANS    AND 
DIGESTION. 


1.  Introduction.  —  We  refer  to  the  Lesson  on  the  Teeth,  and 
ask,  What  can  3^011  tell  about  the  way  3*011  eat?  —  "  When  I  eat 
I  move  ni3'  lower  jaw  only ;  my  tongue  brings  the  food  between 
my  teeth  ;   the  cutters  cut  it ;   the  tearers  tear  it ;    the  grinders 
grind  it;    and  1113- tongue  helps  me  to  swallow  it."     What  be- 
comes of  the  food  after  it  is  chewed  ?  — l '  It  goes  down  the 
food-pipe;    it  is  rolled  by  the  tongue  down  the  food-pipe." 

2.  The  (Esophagus.  —  We  show  the  position  of  the  food-pipe, 
from  a  diagram  on  the  blackboard,  or  from  a  chart  of  the  Diges- 
tive Organs;    we  also  tell  about  the  little  valve,  or  fleshy  door, 
which  covers  the  windpipe,  to  prevent  the  food-ball  from  rolling 
into  the  latter ;    and  caution  the  children  against  speaking  or 
laughing  when  food  or  drink  is  in  the  mouth.     We  also  explain 
about  the  worm-like  movement  of  the  oesophagus  during  the  act 
of  swallowing. 

3.  The  Stomach.  —  To  explain  the  substance  of  the  stomach, 
we  show  a  piece  of  tripe,  a  preparation  of  the  largest  stomach 
of  a  cow  or  sheep  ;    to  teach  about  its  shape,  we  point  to  a 
representation  of  this  organ  on  the  chart  or  in  a  diagram. 

The  words  extending,  composed,  membrane,  and  resembles  are 
fully  explained  to  the  class  before  the\r  are  used  in  the  formula. 

4.  The  Coats  of  the  Stomach  and  their  Use.  —  The  outer  and 
inner  coats  of  the  stomach  are   described  by  reference  to  the 
tripe  ;    the  outer  coat  as  smooth,  thick,  and  tough  ;    the  inner 
coat  as  smooth,   thick,    spongy,   and  wrinkled.      We  have  no 
difficulty  in  explaining  about  the  middle  coat.     The  children 


98  THE    HUMAN    BODY. 

listen  eagerty  as  we  talk  about  its  fibres,  some  placed  length- 
wise, others  circularly,  each  set  having  its  work  to  perform  in 
churning  the  food,  pressing  upon  it,  pushing  it  along  as  it 
becomes  changed,  until,  finally,  it  is  sent  out  of  the  stomach 
through  the  little  fleshy  door,  which  is  ready  to  open,  when  the 
food  is  in  a  proper  condition  to  go  through  it,  into  another  part 
of  the  body  sometimes  called  the  second  stomach. 

The  words  fibres  and  contracting  are  defined  by  the  class  from 
knowledge  gained  in  other  lessons. 

The  use  of  the  first  or  outer  coat  of  the  stomach  is  illustrated 
by  reference  to  the  outer  skin  of  an  orange  or  other  kind  of 
fruit.  Strengthens  and  supports  are  defined  by  the  pupils,  as 
they  give  these  words  in  the  construction  of  the  formula. 

The  use  of  the  delicate,  inner  coat,  in  which  the  liquids  which 
melt  the  food  are  made,  is  next  explained.  The  children  know 
that  saliva  moistens  the  food,  and  when  asked  how  the  saliva 
gets  into  the  mouth,  reply,  "It  comes  there."  We  talk  about 
the  glands,  where  the  saliva  is  made,  which  always  do  their 
work  well  when  healthy  and  properly  used ;  of  the  use  of  the 
saliva,  not  only  to  soften  and  change  the  food,  but  to  keep  it  from 
hurting  the  inside  of  the  mouth  during  the  process  of  chewing. 

5.  Mastication  and  Chyme-making.  —  To  show  that  the  saliva 
changes  some  of  the  food,  we  tell  the  children  to  take  a  spoon- 
ful of  boiled  starch,  a  thick,  sticky,  and  tasteless  substance, 
and  hold  it  in  the  mouth  a  short  time,  then  notice  how  sweet  it 
becomes.  Why?  Because  the  saliva  has  changed  the  starch 
into  sugar.  As  soon  as  the  use  of  the  saliva  is  understood,  we 
proceed  to  explain  that  the  food,  when  it  reaches  the  stomach, 
finds  a  slimy  substance,  which  keeps  it  from  irritating  the  thin, 
delicate,  inner  skin  ;  and  a  kind  of  fluid,  called  gastric  juice,  by 
which  it  is  changed  and  dissolved. 

Our  talk  of  the  use  of  the  gastric  juice  is  somewhat  as  fol- 
lows :  —  If  it  were  possible  to  have  a  window  made  in  }'our 
chest,  so  that  you  could  look  into  3-0111*  stomach,  how  surprised 
you  would  be  to  find  the  meat,  potatoes,  bread,  or  whatever 
you  may  have  put  into  it,  so  mixed  together  and  changed  3*011 


THE   DIGESTIVE    ORGANS    AND    DIGESTION.  99 

could  Dot  distinguish  them  from  each  other.  What  lias  doDe 
this?  The  gastric  juice  has  been  at  work,  doing  for  the  food 
what  water  does  to  salt  or  sugar,  i.e.,  has  melted  it;  or,  as 
grown  people  would  sa}',  "The  gastric  juice  has  dissolved  the 
food."  What  shall  we  say  the  gastric  juice  does  to  the  food  ? 
—  "  It  melts  the  food  ;  it  dissolves  the  food." 

The  inner  coat  of  the  stomach  prepares  the  slim}'  substance 
and  the  gastric  juice  to  act  upon  the  food  in  the  stomach,  as  the 
salivary  glands  in  the  mouth  prepare  the  saliva  to  moisten  and 
change  the  food  put  into  the  mouth.  By  what  is  the  food 
changed  after  it  enters  the  mouth  ?  —  "By  the  teeth ;  by  the 
saliva."  How  does  it  appear?  —  "Soft  and  wet."  What  do 
you  call  the  soft  part  of  an  orange? — "Pulp."  The  same 
name  is  given  to  the  food  after  it  has  been  chewed,  and  the 
work  of  chewing  is  called  mastication,  —  a  long  word,  but  one 
you  can  easily  remember. 

What  changes  the  food  in  the  stomach? — "The  gastric 
juice."  What  presses  upon  it  and  pushes  it  along? — "The 
fibres  of  the  middle  coat."  Yes,  these  fibres  work  somewhat  as 
the  teeth  and  tongue  do  in  the  mouth,  moving  the  food  in  the 
stomach  and  changing  it  into  another  pulp,  to  which  we  give  a 
queer  name,  chyme,  pronounced  as  though  it  were  spelled  kime; 
the  work  which  the  stomach  does  to  the  food  is  called  chymifica- 
tion  or  chyme-making. 

6.  Chyle-making.  —  In  explaining  about  the  intestines,  we 
use  a  chart,  or  picture,  and  tell  the  children  that  the  queer- 
looking,  coiled,  cj'linder-like  organ  is  divided  into  two  parts, 
the  small  intestine,  sometimes  called  the  second  stomach,  and 
the  large  intestine ;  the  former  twenty-five,  and  the  latter  five 
feet  in  length.  No  wonder  you  ache  after  you  have  eaten  unripe 
fruit  or  any  unwholesome  food,  when  it  must  travel  thirty  feet, 
or  ten  yards,  to  get  out  of  the  body,  after  it  leaves  the  stomach. 

In  this  strange  part  of  the  body  the  chyme  is  changed  by  two 
kinds  of  liquid,  one  of  which  is  called  pancreatic  juice,  the  other, 
bile,  a  yellowish  fluid,  with  a  bitter,  unpleasant  taste,  which 
sometimes  makes  you  suffer  by  getting  into  your  stomach,  giv- 


100  THE   HUMAN   BODY. 

ing  you  no  ease  till  it  is  removed.  In  the  small  intestine ;  that 
portion  of  the  chyme  which  will  make  good  blood  is  separated 
from  the  good-for-nothing  part,  or  waste.  What  do  yon  do 
with  waste  things? — "Throw  them  away."  So  your  body 
throws  awa3~  the  waste  portion  of  the  chyme,  or  changed  food, 
through  the  opening  at  the  lower  end  of  the  large  intestine  ; 
and  3'ou  must  be  careful  to  have  this  done  regularly,  every  da}7, 
if  you  do  not  wish  to  suffer  from  ill-health. 

The  good  part  of  the  chyme  will  help  to  make* the  body  grow, 
so  we  call  it  the  nourishing  part,  and  give  it  a  name  so  nearly 
like  chyme  that  you  will  surely  make  a  mistake,  if  yon  are  not 
careful  to  remember  it  is  chyle.  Can  3*011  tell,  from  what  3'ou 
have  learned,  which  is  made  first,  the  chy^e  or  the  clryme?  — 
"  The  chyme"  Which  letters  are  alike  in  the  name? — "  The 
first  three,  c-h-y,  and  the  last,  e"  Which  is  different?  —  "The 
next  to  the  last ;  one  name  has  an  m,  the  other  has  an  I  in  it." 
Which  has  the  J,  the  name  of  that  made  in  the  small  intestine, 
or  that  which  is  made  in  the  stomach? —  "  That  which  is  made 
in  the  intestines."  What  letter  begins  the  word  last? — " /." 
What  letter  in  the  word  chyle  is  different  from  the  letters  in  the 
word  chyme? — "  Z."  Then  what  will  help  3*011  to  remember 
which  is  made  in  the  small  intestine,  chyme  or  clryle? —  "  I  can 
remember  that  the  word  which  has  an  I  in  it  is  the  name  of  that 
which  is  made  last."  What  is  made  in  the  stomach? — "Chyme." 
What  is  made  in  the  small  intestine? —  "  Chyle." 

7.  Blood-making. —  But  the  chyle  cannot  make  bones,  flesh, 
skin,  nails,  hair,  or  cartilage;  into  what,  then,  must  it  be 
changed?  —  "Into  blood."  How  this  change  of  chyle  into 
blood  is  made  nobody  knows  but  the  great  and  wise  God,  who 
made  us  and  keeps  us  alive.  We  only  know  that  the  chyle 
finds  its  wa3r  into  a  large  vein  back  of  the  collar  bone,  and 
flows  into  the  lungs,  where  it  meets  with  the  air,  and  by  and  by 
reaches  the  heart,  good,  red  blood,  fit  to  be  used  in  building 
and  strengthening  the  body. 

In  familiar  conversation  about  food  and  the  manner  of  eating, 
we  draw  from  the  children  the  simple  but  important  hygienic 


THE    D1GEST1VK    ORGANS    AND    DIGESTION.  101 

rules  with  which  we  conclude  our  lessons  on  the  Digestive 
Organs  and  the  Process  of  Digestion.  These  rules  are  re- 
peated at  the  close  of  the  formulas  which  have  been  prepared 
during  the  progress  of  the  lessons. 

FORMULA  FOR  THE  DIGESTIVE   ORGANS  AND  DIGESTION. 

1.  When  my  food  is  chewed,  it  is  rolled  by  my  tongue  into  the 
oesophagus,  or  food-pipe,  which  is  back  of  my  windpipe,  and  leads 
from  my  mouth  down  along  the  side  of  my  spine,  to  the  left  and 
upper  end  of  my  stomach. 

2.  My  stomach  is  an  oblong,  soft,  and  fleshy  bag,  extending  from 
my  left  to  my  right  side,  below  my  lungs  and  heart. 

3.  It  is  composed  of  three  coats  or  membranes,  and  resembles  tripe. 

4.  The  outer  coat  is  smooth,  thick,  and  tough.     It  supports  and 
strengthens  the  stomach. 

5.  The  middle  coat  is  fibrous.     Its  fibres  have  the  power  of  con- 
tracting, sometimes  pressing  upon  the  food,  and  sometimes  pushing  it 
along  toward  the  opening  which  leads  out  of  the  stomach. 

6.  The  inner  coat  is  soft,  thick,  spongy,  and  wrinkled.     It  prepares 
a  slimy  substance  and  a  fluid.      The  slimy  substance  prevents  the 
stomach  from  being  irritated  by  the  food.    The  fluid  dissolves  the  food. 

7.  Food  passes  through  several  changes  after  it  enters  the  mouth. 

8.  It  is  changed  into  pulp  in  the  mouth,  by  the  action  of  the  teeth 
and  the  saliva.     This  is  called   mastication.     It  is  changed   in   the 
stomach,  by  the  action   of  the   stomach  and  the  gastric  juice,  into 
another  kind  of  pulp  called  chyme .     The  chyme  is  changed  by  the  bile 
and  another  kind  of  juice,  called  pancreatic  juice;  these  separate  the 
nourishing  from   the   waste   substance.      The  nourishing,  -milk-like 
substance  is  called  chyle.     The  waste  substance  passes  from  the  body. 
The  chyle  is  poured  into  a  vein  behind  the  collar  bone,  and  passes 
through  the  heart  to  the  lungs,  where  it  is  changed  into  blood. 

9.  If  J  would  have  a  healthy  stomach, 

I  must  be  careful  what  kind  of  food  I  eat, 
I  must  be  careful  how  much  I  eat, 
I  must  be  careful  how  I  eat, 
I  must  be  careful  when  I  eat. 


102  THE    HUMAN    BODY. 

10.  I  must  eat  wholesome  food,  good  bread,  ripe  fruits,  rather  than 

rich  pies  or  jellies. 

11.  I  must  eat  enough  food,  but  not  too  much. 

12.  I  must  eat  slowly, 

I  must  masticate  my  food  thoroughly, 

I  must  masticate  and  swallow  my  food  without  drinking. 

13.  I  must  take  my  food  regularly  but  not  too  often, 
I  must  rest  before  and  after  eating,  if  possible, 

I  must  not  eat  just  before  bedtime. 

14.  I  must  breathe  pure  air, 

I  must  sit,  stand,  andwwalk  erect, 

I  must  not  drink  alcoholic  liquors, 

I  must  not  snuff,  smoke,  or  chew  tobacco. 


QUESTIONS    FOR    THE    FORMULA. 

1.  Describe  the  process  of  eating.*    See  page  50. 

2.  Where  does  the  food  go  after  it  is  chewed  ? 

3.  Describe  the  stomach. 

4.  Of  what  is  the  stomach  composed  ? 

5.  Describe  the  outer  coat  of  the  stomach,  and  tell  its  use. 

6.  Describe  the  middle  coat  of  the  stomach,  and  tell  its  use. 

7.  Describe  the  inner  coat  of  the  stomach,  and  tell  its  use. 

8.  What  happens  to  the  food  after  it  enters  the  mouth  ? 

9.  Tell  about  these  changes. 

10.  What  is  necessary  if  you  would  have  a  healthy  stomach  ? 

11.  What  kind  of  food  must  you  eat  ? 

12.  How  much  food  must  you  eat  ? 

13.  How  must  you  eat  ? 

14.  When  must  you  eat  ? 

15.  What  other  rules  must  you  obey  ? 


DIRECTIONS  FOR  TOUCHING. 

The  position  of  the  oesophagus  is  indicated  by  passing  the  right 
hand  from  the  mnulli  do  vn  the  side  of  the  spine,  then  to  the  left  and 
upper  end  of  the  stomach.  The  position  of  the  stomach  by  passing  the 
same  hand  from  the  left  to  the  right  side,  and  laying  it  upon  the  heart, 
then  crossing  the  hands  over  the  lunys. 

*  See  Fornnila  7  on  the  Origin  of  Sense. 


THE   DIGESTIVE    ORGANS    AND   DIGESTION.  108 


QUESTIONS    ON    THE    DIGESTIVE    OKGANS    AND    DIGESTION. 

What  happens  to  the  food  after  it  is  chewed  ?  —  "  It  is  rolled  by  my  tongue 
into  the  oesophagus  or  food-pipe." 

Where  is  the  ossophagus  or  food-pipe  ?  —  "It  passes  from  the  mouth  down 
the  left  side  of  the  spine." 

What  is  the  stomach  ?  —  "A  fleshy  bag  which  receives  and  changes  the  food 
we  eat." 

Where  is  the  stomach  ?  —  "In  the  front  part  of  the  chest,  below  the  heart 
and  lungs." 

Of  what  is  the  stomach  composed? — "Of  three  coats  or  membranes." 

What  do  you  mean  by  composed  ?  —  "  Made  of." 

What  do  you  mean  by  membrane  ?  —  "  A  thin  skin." 

What  are  the  coats  of  the  stomach  called  ?  — ' ;  The  outer  coat,  the  middle 
coat,  the  inner  coat." 

Describe  the  outer  coat  of  the  stomach.  —  "  The  outer  coat  is  smooth,  thick, 
and  tough." 

Of  what  use  is  the  outer  coat  of  the  stomach  ? —  "It  strengthens  and  sup- 
ports the  stomach." 

What  do  you  mean  by  supports  ?  —  "  Holds." 

Describe  the  middle  coat  of  the  stomach.  —  "  The  middle  coat  is  composed 
of  fleshy  fibres,  which  have  the  power  of  making  themselves  long  or  short." 

What  do  you  mean  by  fibrous  ?—  "  Composed  of  threads." 

What  do  you  mean  by  fibres  ? —  "  Threads." 

Of  what  are  the  fibres  of  the  stomach  composed  ?  —  "Of  flesh." 

Of  what  use  are  the  fibres  of  the  stomach  ?  —  "  They  press  upon  the  food, 
and  push  it  toward  the  opening  which  leads  out  of  the  stomach." 

Describe  the  inner  coat  of  the  stomach.  —  "  The  inner  coat  is  soft,  thick, 
spongy,  and  wrinkled." 

Of  what  use  is  the  inner  coat  of  the  stomach  ?  —  "  It  prepares  a  slimy  sub- 
stance and  a  fluid." 

Of  what  use  is  the  slimy  substance  ?  —  "It  prevents  the  stomach  from  being 
irritated  by  the  food." 

Of  what  use  is  the  fluid  ?  —  "  It  dissolves  the  food." 

What  do  you  mean  by  slimy  ?  —  "  Soft,  moist,  and  sticky." 

What  do  you  mean  by  irritate  ? —  "  To  produce  unhealthy  action." 

What  do  you  mean  by  dissolves  ?  —  "  Melts." 

Where  is  the  food  changed  after  it  is  taken  into  the  mouth? — "First,  it 
is  changed  in  the  mouth;  second,  it  is  changed  in  the  stomach;  third,  it  is 
changed  after  leaving  the  stomach;  fourth,  it  is  changed  in  the  lungs." 

By  what  is  it  changed  in  the  mouth ?  —  "By  the  action  of  the  teeth  and  the 
saliva." 

By  what  is  it  changed  in  the  stomach  ?  —  "By  the  action  of  the  stomach 
and  a  kind  of  fluid  called  gastric  juice." 

By  what  is  it  changed  after  leaving  the  stomach?  —  "  By  the  action  of  the 
bile  and  the  pancreatic  juice." 

By  what  is  it  changed  in  the  lungs  ?  —  "  Nobody  knows." 


104  THE   HUMAN   BODY. 

Into  what  is  it  changed  in  the  mouth  ? —  "  Into  pulp." 

Into  what  is  it  changed  after  leaving  the  stomach  ?  —  "  Into  chyle  and  waste 
substance." 

Into  what  is  it  changed  in  the  lungs  ? —  "  Into  hlood." 

What  is  the  change  in  the  mouth  called  ?  —  "  Mastication,  or  chewing." 

What  is  the  change  in  the  stomach  called  ?— " Chymification,  or  chyme- 
making." 

What  is  the  change  after  leaving  the  stomach  called  ? —  "  Chylification,  or 
chyle-making." 

What  is  necessary  if  you  would  have  a  healthy  stomach?  —  "I  must  be 
careful  what  kind  of  food  I  eat ;  how  much  I  eat ;  and  when  I  eat." 

What  kind  of  food  must  you  eat  ?  —  "  Wholesome  food,"  etc.    See  Formula. 

How  much  must  you  eat  ?  —  "  Enough,  hut  not  too  much." 

How  must  you  eat  ?  —  "  Slowly." 

How  should  your  food  he  masticated  ? —  "  Thoroughly." 

When  must  you  eat  ? —  "  Regularly,  hut  not  too  often." 

When  should  you  avoid  eating  ?  —  "  Just  hefore  heel  time." 

What  kind  of  air  should  you  breathe  ?  —  "  Pure  air." 

How  should  you  sit,  stand,  and  walk  ?  —  "  Erect." 

Why  should  you  not  eat  too  much  food?  —  "Because,  if  I  eat  too  much 
food,  my  stomach  will  have  too  much  work  to  do  in  changing  it  into  chyme." 

Why  should  you  eat  slowly  ?  — "  That  I  may  have  time  to  masticate  the 
food  thoroughly." 

Why  should  you  masticate  your  food  thoroughly  ? —  "  That  it  may  be  well 
prepared  to  enter  the  stomach." 

Why  should  the  food  be  well  prepared  to  enter  the  stomach  ?—"  Because, 
if  it  is  not  well  prepared  in  the  mouth,  the  stomach  will  have  too  much  work 
to  change  it  into  chyme." 

Why  should  you  eat  regularly,  but  not  too  often  ?  —  "  Because  the  stomach 
needs  rest,  which  it  cannot  have,  if  I  eat  too  often." 

Why  should  you  avoid  eating  just  before  bedtime? — "Because,  while  I 
am  asleep  the  stomach  cannot  do  the  work  of  changing  the  food  as  it  ought  to 
be  changed  ;  because  the  stomach  should  rest  with  the  other  parts  of  the 
body." 

Why  should  you  breathe  pure  air  ?  —  "  Because  pure  air  helps  to  make  pure 
blood,  which  the  stomach  needs  to  make  it  strong  and  healthy." 

Why  should  you  sit,  stand,  and  walk  erect  ? —  "  That  the  stomach  may  riot 
be  crowded  out  of  its  place,  or  pressed  upon  by  other  parts  of  the  body." 

In  what  way  does  tobacco  hurt  the  stomach  ? —  "It  poisons  the  saliva  and 
prevents  it  from  preparing  the  food  to  cuter  the  stomach." 

What  harm  does  tobacco  do  inside  the  stomach  ?  —  "It  weakens  the  stomach 
and  makes  it  unfit  to  change  the  food  into  chyme." 

How  will  wise  children  treat  tobacco?  —  "Let  it  alone.  They  will  not 
chew,  snuff,  or  smoke  the  vile  weed." 

Is  alcohol  food  or  poison  ?  —  '  •'  It  is  poison." 

How  do  we  know  it  is  not  food  ?  — ' '  Because  it  cannot  be  changed  into 
blood." 


THE  DIGESTIVE   ORGANS   AND   DIGESTION.  105 

How  has  this  been  proved  ? —  "  Alcohol  has  been  found  in  the  brain,  and 
other  parts  of  drunkards,  with  the  same  smell  and  the  same  power  to  burn 
easily  which  it  had  when  it  was  taken  into  the  mouth." 

How  do  you  know  it  is  a  poison  ?  —  "  Because  it  does  harm  to  every  part  of 
the  body,  beginning  in  the  stomach." 

What  harm  does  alcohol  do  in  the  stomach? — "It  hinders  the  stomach 
from  doing  its  work;  it  burns  the  coats  of  the  stomach;  it  destroys  the  gastric 
juice;  it  hardens  the  food,  so  that  it  cannot  be  dissolved  by  the  gastric  juice." 

What  does  the  stomach  do  with  alcohol  ?  —  "  Drives  it  out  as  soon  as 
possible." 

Where  does  the  stomach  send  it ?  —  "Into  the  liver." 

Where  does  the  liver  send  it  ?  —  "  To  the  heart ;  and  the  heart  sends  it  to 
the  lungs." 

What  do  the  lungs  do  with  the  alcohol  ? —  "They  drive  it  out  as  soon  as 
they  can." 

Where  do  the  lungs  send  some  of  it  ?  —  "Through  the  nose  and  mouth,  into 
the  air." 

What  harm  does  the  alcohol  do  in  the  breath  ?  —  "  It  poisons  the  air;  it  tells 
that  some  kind  of  alcoholic  liquor  has  been  taken  into  the  stomach." 

From  what  you  have  learned  about  alcohol,  what  do  you  think  is  the  only 
safe  rule  to  obey  concerning  cider,  beer,  wine,  and  all  alcoholic  liquors?  — "I 
must  not  drink  them  if  I  wish  to  have  a  strong  and  healthy  stomach." 


106 


THE   HUMAN    BODY. 


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108 


THE   HUMAN   BODY. 


—(From  Walker's  Physiology,  1884.) 


THE   NERVOUS    SYSTEM. 


1.  The  large  brain. 

2.  The  small  brain. 


3.  The  spinal  cord. 
4, 5.  Nerves. 


PART   XI. 

THE    NERVOUS    SYSTEM. 


Introduction. — What  is  your  mind? — "My  mind  is  that 
part  of  me  which  thinks,  remembers,  reasons,  and  wills."  In 
what  part  of  your  body  is  your  mind  supposed  to  be? —  "  In 
my  head."  Why  do  you  think  your  mind  is  not  in  your  hands 
or  feet?  —  "Because  if  my  hands  and  feet  were  taken  off  I 
could  still  continue  to  think."  What  do  you  call  the  part  of 
the  head  where  the  mind  is  supposed  to  be? —  "  The  brain." 
What  covers  the  brain?  —  "The  skull."  Of  what  use  is  the 
skull?  —  "  It  holds  the  brain  ;  it  protects  the  brain." 

The  Brain. — A  chart  of  the  Nervous  System,  or  a  picture 
representing  the  brain,  is  shown  to  the  children,  who  are  told 
that  the  brain  is  divided  into  two  unequal  parts,  which  may  be 
called  the  large  brain  and  the  small  brain  ;  that  these  parts  are 
divided  into  halves,  alike  in  shape,  so  that  we  have  a  pair  of 
brains,  just  as  we  have  a  pair  of  e}res  and  a  pair  of  ears. 

How  many  of  you  have  seen  marrow?  Well,  when  you  see 
marrow,  remember  that  it  looks  very  much  like  the  substance 
of  which  3'our  brain  is  composed.  Sometime  you  may  see  a 
pig's  brain  ;  that  will  give  you  a  very  good  idea  of  the  appear- 
ance of  your  own  brains.  The  brain  of  a  grown  person  is 
about  six  inches  long,  five  inches  wide,  and  four  inches  thick. 
Arteries  and  veins  run  through  it  in  every  direction,  for  it  has  a 
great  deal  of  work  to  do,  and  needs  a  great  quantity  of  blood 
to  nourish  and  strengthen  it. 

The  brain  is  covered  and  held  together  by  three  coats  of 
skin,  called  membranes;  the  outer  coat  supports  it,  and  makes 
it  strong,  and  is  therefore  thick  and  firm  ;  the  middle  mem- 
brane, which  is  very  thin,  resembles  a  spider's  web;  and  the 
inner  membrane  is  a  network  of  blood-vessels. 


110  THE    HUMAN    BODY. 

The  Nerves. — How  many  of  you  have  had  a  toothache? 
How  many  have  heard  about  the  nerve  of  a  tooth?  We  step 
to  hear  what  the  class  has  to  say  about  nerves,  and  talk  about 
neuralgia,  as  pain  of  the  nerves,  or  nerves  suffering ;  then  pro- 
ceed to  explain  the  subject  more  fully,  somewhat  as  follows  : 
If  you  could  look  at  your  brain,  you  would  see  white  or  red- 
dish-gray cords  of  flesh  passing  through  it ;  these  are  soft  and 
pulp}- ;  they  are  the  nerves  which  give  you  so  much  trouble 
when  you  suffer  from  neuralgia.  But  do  not  wish  you  had  no 
nerves,  for,  though  the\T  do  torment  you,  you  could  not  live  if 
you  had  none.  Suppose  3-011  were  to  place  your  hand  accident- 
ally upon  a  hot  iron,  what  would  you  feel?  —  "  Pain."  What 
would  you  do?  —  "  Move  my  hand  away  from  the  iron."  How 
would  you  know  the  iron  was  hot?  —  "  By  the  sense  of  feeling, 
or  touch."  We  explain  that  it  is  the  nerves  which  enable  them 
to  have  the  sense  of  feeling,  and  prompts  the  removal  of  the 
hand  as  soon  as  the  pain  is  felt. 

How  many  of  you  have  seen  the  telegraph  wires  ?  Of  what 
use  are  they  ?  — ' '  To  carry  messages  from  one  place  to  an- 
other." We  converse  with  the  children  about  the  telegraph 
machine  and  the  way  telegraphing  is  done  ;  then,  by  comparing 
the  brain  to  the  machine,  and  the  nerves  to  the  wires,  help  the 
attentive  listeners  to  understand  something  of  the  work  of  the 
nervous  system  in  carrying  news  to  the  mind. 

The  Kinds  of  Nerves.  —  We  further  explain  that  there  are 
two  kinds  of  nerves,  —  one  which  causes  us  to  feel,  the  other 
which  causes  the  muscles  to  move  ;  thus,  when  the  hand  is 
placed  on  a  hot  iron,  a  nerve  of  feeling  carries  the  message  to 
the  brain  quicker  than  lightning,  and  the  brain  as  quickly  sends 
back  word  through  the  nerves  of  motion,  which  causes  the  hand 
to  draw  itself  away  from  the  heated  substance.  Two  anec- 
dotes also  help  to  illustrate  the  use  of  the  nerves.  A  gentle- 
man who  was  suffering  from  brain  and  spinal  disease  lost  the 
power  of  feeling  in  his  lower  limbs.  His  physician  upon  one 
occasion  directed  him  to  use  a  warm  foot-bath.  He  obe}~ed, 
and  was  surprised,  when  he  removed  his  feet  from  the  water,  to 


THE   NERVOUS    SYSTEM. 


Ill 


find  them  completely  blistered.  The  water  was  boiling  hot,  but 
he  did  not  know  it  until  he  saw  its  effect,  because  the  nerves  of 
feeling  in  his  feet  had  not  sent  any 
message  of  pain  to  his  brain. 

A  lady  had  a  stroke  of  paralysis 
which  affected  her  very  strangely. 
Upon  one  side  the  nerves  of  feeling 
were  destroyed ;  on  the  other  the 
nerves  of  motion  had  lost  their  power. 
She  could  carry  -her  child  upon  one 
arm,  but  could  not  know  it  was  there 
without  keeping  her  e}~e  upon  it ; 
while,  if  it  were  placed  on  the  other 
arm,  she  could  feel  its  presence,  but 
could  not  move  it. 

From  these  illustrations  the  children 
are  able  to  explain  why  the\*  feel  pain 
when  they  prick  their  finger  with  a 
pin,  and  what  causes  them  to  move 
the  finger  in  obedience  to  their  will. 

The  Spinal  Cord.  —  Where  is  your 
spine  ? — ' '  My  spine  extends  from  the 
base  of  my  skull,  behind,  down  the 
middle  of  my  back."  Of  what  is  the 
spine  composed? — "It  is  composed 
of  about  twenty-four  short  bones, 
piled  one  upon  the  other,  with  carti- 
lage between  them."  After  receiv- 
ing these  replies  from  those  who 
have  studied  the  lesson  on  the 
"Description  of  the  Bones,"  we  pro- 
ceed to  explain  that  the  spine  is  also 
called  the  spinal  column;  that  the 
bones  of  which  it  is  composed  are  THE  SPINAL  CORD. 

hollow,  and  through  them  a  bundle  of  C'  the  large  brain  (cerebrum); 

B,  the  little  brain  (cerebel- 
nerves,  called  the  spinal  cord,  passes      ium);  S,  the  spinal  cord. 


-112  THE    HUMAN    BODY. 

from  the  base  of  the  brain  down  the  whole  length  of  the  spine  ; 
that  the  thirty-one  pairs  of  nerves  pass  from  this  spinal  cord  to 
different  parts  of  the  body. 

The  Brain  Nerves. — Next  we  tell  the  children  about  the 
pairs  of  nerves  which  proceed  from  the  brain,  and  describe  the 
work  of  each ;  as,  the  first  pair  pass  to  the  nose,  and  tell 
the  mind  about  the  odor  of  things,  whether  pleasant  or  disa- 
greeable, and  are  called  the  nerves  of  smell;  the  second  pair 
pass  to  the  eyes,  and  send  news  to  the  brain  concerning  the 
appearance  of  objects,  and  are  called  the  nerves  of  sight;  the 
third,  fourth,  and  sixth  pairs  move  the  muscles  of  the  eyes  ; 
the  fifth  pair  are  divided  into  three  branches,  the  first  passing  to 
the  forehead,  ej'es,  and  nose  ;  the  second  to  the  eyes,  the  teeth 
of  the  upper  jaw,  and  different  parts  of  the  face ;  the  third 
branch  to  the  ear,  the  tongue,  and  the  muscles  and  teeth  of  the 
lower  jaw  ;  the  seventh  pair  to  different  parts  of  the  face  ;  the 
eighth  pair,  called  the  nerves  of  hearing,  to  the  ears  ;  the  ninth 
pair  to  the  mouth,  tongue,  and  throat ;  the  twelfth  pair  to  the 
tongue;  the  eleventh  pair  to  the  neck;  and  the  tenth  pair  to 
the  neck,  throat,  lungs,  stomach,  and  other  different  parts  of 
the  body. 

Conclusion.  — The  effect  produced  by  destroying  a  nerve, 
also,  by  pressing  upon  it,  is  explained.  See  Formula  for  this 
part  of  the  lesson.  Lastly,  we  talk  of  what  the  brain  needs, 
—  pure  blood,  work,  and  rest,  either  in  sleep  or  by  change  of 
employment. 

Directions  for  Recitations.  — When  each  portion  of  the  For- 
mula which  has  been  constructed  during  the  progress  .of  the 
lesson  is  perfectly  memorized,  the  whole  is  repeated  with 
appropriate  gestures.  See  Directions  for  Touching. 

• 

FORMULA  FOR  THE   LESSON   ON   THE   NERVOUS    SYSTEM. 

1.  My  brain  is  a  soft  gray-and-white  mass  resembling  marrow. 

2.  It  is  placed  in  a  bony  box  called  the  skull;    it  is  covered  and 
held  together  by  three  coats  or  membranes. 


THE    NERVOUS    SYSTEM.  113 

3.  The  outer  membrane  is  thick  and  firm ;  it  strengthens  and  sup- 
ports the  brain. 

4.  The  middle  membrane  is  thick,  and  somewhat  like  a  spider's 
web  in  appearance. 

5.  The  inner  membrane  is  a  network  of  blood-vessels. 

6.  From  the   brain,   white   or   reddish   gray    pulpy  cords,   called 
nerves,  pass  to  all  parts  of  the  body.     These  nerves  are  of  two  kinds  : 
nerves  of  feeling,  and  nerves  of  motion. 

7.  If  I  prick  my  finger,  a  nerve  of  feeling  carries  the  message  to 
my  brain ;  if  I  wish  to  move  my  finger,  a  nerve  of  motion  causes  rny 
finger  to  obey  my  will. 

8.  Twelve  pairs  of  nerves  pass  from  the  base  of   the  brain :   the 
first  pair,  called  the  nerves  of  smell,  to  my  nose ;  the  fourth  pair,  called 
the  nerves  of  sight,  to  my  eyes ;  the  fifth  pair,  called  the  nerves  of  taste, 
to  my  mouth,  tongue,  and  teeth.     One  pair  pass  to  my  face ;  another 
to  my  ears.     The  ninth,  tenth,  eleventh,  and  twelfth  pairs  to  my 
tongue  and  parts  of  my  throat  and  neck.1 

9.  The  spinal  cord  is  a  bundle  of  nerves  extending  from  the  base 
of  my  brain,  down  through  the  whole  length  of  my  spine,  or  back- 
bone.    It  is  the  largest  nerve  in  my  body. 

10.  From  the  spine,  thirty-one  pairs  of  nerves,  called  spinal  nerves, 
pass  to  different  parts  of  my  body ;   some  to  the  lungs,  some  to  the 
heart,  some  to  the  stomach,  some  to  the  bones,  and  some  to  the  mus- 
cles and  skin. 

11.  If  a  nerve  be  destroyed  it  cannot  carry  messages  to  and  from 
the  brain.     Before  filling  a  tooth,  the  dentist  sometimes  destroys  its 
nerve. 

12.  If  a  nerve  be  pressed  upon  too  long  it  cannot  perform  its  duty. 
If  I  press  upon  the  nerve  passing  to  my  foot,  I  stop  it  from  communi- 
cating with  the  brain;    the  foot  loses  its  feeling,   or,  as  I  say,   "is 
asleep." 

1  NOTE. — A  fuller  description  of  the  Nerves  of  the  Brain:  Twelve  pairs  of  nerves 
pass  from  the  base  of  the  brain ;  the  first  pair,  called  the  nerves  of  smell,  to  my  nose ;  the 
second  pair,  called  the  nerves  of  sight,  to  my  eyes;  the  third,  fourth,  and  sixth  pairs  to 
the  muscles  of  my  eyes;  the  fifth  pair  to  my  forehead,  eyes,  nose,  ears,  tongue,  teeth, 
and  different  parts  of  my  face;  the  seventh  pair  to  different  parts  of  my  face;  the  eighth 
pair,  called  the  nerves  of  hearing,  to  the  inner  part  of  my  ear ;  the  ninth  pair  to  my  mouth, 
tongue,  and  throat;  the  twelfth  pair  to  my  tongue;  the  eleventh  pair  to  my  neck;  the 
tenth  pair  to  my  neck,  throat,  lungs,  stomach,  and  different  parts  of  my  body. 


114  THE    HUMAN   BODY. 

13.  If  I  drink  alcoholic  liquors,  or  snuff,  smoke,  or  chew  tobacco, 
my  brain  and  nerves  cannot  do  their  work  well ;  because  alcohol  and 
nicotine  are  very  poisonous  to  the  brain  and  nerves. 

14.  The  brain  must  be  supplied  with  good  blood ; 
The  brain  must  be  used ; 

The  brain  must  be  rested  ; 

I  must  drink  wholesome  drink,  eat  wholesome  food,  take 
enough  exercise,  and  breathe  pure  air,  that  my  brain  may  be  supplied 
with  pure  blood; 

I  must  study  and  think,  that  my  brain  may  grow  and  be  strong 
for  work ; 

I  must  rest  my  brain  when  it  is  tired,  either  by  changing  my 
employment,  or  by  going  to  sleep; 

I  must  not  poison  my  brain  with  alcohol  or  tobacco. 


QUESTIONS    ON    THE    FORMULA. 

1.  Describe  the  brain. 

2.  Where  is  the  brain  placed  ? 

3.  Describe  the  outer  membrane  of  the  brain. 

4.  Describe  the  middle  membrane  of  the  brain. 

5.  Describe  the  inner  membrane  of  the  brain. 

6.  Tell  about  the  nerves. 

7.  Tell  about  the  use  of  the  two  kinds  of  nerves. 

8.  Tell  about  the  nerves  which  pass  from  the  brain. 

9.  Tell  about  the  spinal  cord. 

10.  Tell  about  the  nerves  which  pass  from  the  spinal  cord. 

11.  What  happens  if  a  nerve  be  destroyed  ? 

12.  What  happens  if  a  nerve  be  pressed  upon  too  long  ? 

13.  What  happens  if  you  drink  alcoholic  liquors,  or  snuff,  smoke,  or  chew 
tobacco  ? 

14.  What  is  necessary  if  you  would  have  a  healthy  brain  ? 

DIRECTIONS  FOR  TOUCHING. 

The  skull  is  touched  with  both  hands  when  it  is  named.  The  chil- 
dren prick  the  left  forefinger  with  a  pin,  in  describing  the  use  of  the 
nerves  of  feeling,  and  move  the  right  forefinger  forward  and  backward 
in  showing  that  of  the  nerves  of  motion.  They  indicate  the  position 
of  the  spinal  cord  by  passing  the  right  hand  from  the  base  of  the  brain 
down  the  length  of  the  spine. 

In  describing  the  nerves  which  pass  from  the  brain,  they  touch  the 
base  of  the  brain  with  the  right  hand,  and  the  nose  with  the  same  hand ; 


THE   NERVOUS    SYSTEM.  115 

pass  the  right  hand  down  the  face,  and  place  a  hand  upon  each  ear; 
then  point  to  the  tongue  with  the  tip  of  the  right  finger,  and  pass  the 
•hands  around  the  neck  and  throat  as  the  nerves  of  these  various  parts 
are  mentioned.1 

In  telling  about  the  spinal  nerves,  the  hands  are  crossed  over  the 
lungs,  and  the  right  hand  is  placed  upon  the  heart  and  over  the  stom- 
ach, as  each  of  these  organs  is  named. 


QUESTIONS    ON    THE    NERVOUS    SYSTEM. 

Where  is  your  brain  ?  —  "  In  my  skull." 

What  color  is  the  brain  ? —  "  Gray  and  white." 

What  does  the  brain  resemble  ?  —  "  Marrow." 

How  is  the  brain  protected  ?—  "  By  three  coats  or  membranes." 

What  may  you  name  these  membranes  ?—"  The  outer  membrane,  the 
middle  membrane,  and  the  inner  membrane.'' 

Describe  the  outer  membrane.    See  Formula. 

Describe  the  middle  membrane.    See  Formula. 

What  are  the  nerves  ?  —  "White  ashen-gray  pulpy  cords,  which  are  found 
in  the  brain." 

Where  do  they  go  from  the  brain  ?  —  "  To  every  part  of  the  body." 

How  many  kinds  of  nerves  have  you ?  —  "  Two." 

What  names  are  given  to  the  two  kinds  of  nerves?  —  "Nerves  of  motion 
and  nerves  of  feeling." 

Which  is  the  largest  nerve  in  the  body  ?  —  "  The  spinal  cord." 

Where  is  the  spinal  cord?— "It  extends  from  the  brain  throughout  the 
whole  length  of  the  backbone." 

How  may  you  describe  the  spinal  cord  ? —  "  It  is  a  bundle  of  nerves,"  etc. 
See  Formula. 

Where  are  the  spinal  nerves  ?  —  "  They  pass  from  the  spinal  cord  to  different 
parts  of  the  trunk  and  limbs," 

How  many  pairs  of  nerves  pass  from  the  base  of  the  brain  ?  —  "  Twelve." 

Where  do  the  first  pair  go  ? —  "  To  the  nose." 

What  are  they  called  ?—  "  The  nerves  of  smell." 

Where  do  the  second  pair  go ? —  ''To  the  eyes." 

What  are  the  second  pair  called  ?  —  "  The  nerves  of  sight." 

1  NOTE.—  When  the  fuller  description  of  these  nerves  is  used:  For  the  first  pair 
touch  the  nose  with  the  right  hand;  for  the  second  pair  touch  the  eyes  with  both  hands; 
for  the  third,  fourth,  and  sixth  pairs  touch  the  eyes  with  both  hands;  for  the  fifth  pair 
point  to  the  forehead,  eyes  and  ears,  tongue  and  teeth,  and  touch  the  whole  face  with 
both  hands;  for  the  seventh  pair  touch  the  face  with  both  hands;  for  the  eighth  pair 
touch  the  ears  with  both  hands;  for  the  ninth  pair  point  to  the  mouth,  tongue,  and  throat 
with  the  right  hand ;  for  the  twelfth  pair  point  to  the  tongue  with  the  right  forefinger; 
for  the  eleventh  pair  touch  the  neck  with  both  hands ;  for  the  tenth  pair  point  to  the 
neck,  throat,  lungs,  stomach,  and  whole  body  with  both  hands. 


116  THE   HUMAN   BODY. 

Which  move  the  muscles  of  the  eyes?— "The  third,  fourth,  and  sixth 
pairs." 

Where  do  the  fifth  pair  go?  —  "To  the  forehead,  eyes,  uose,  ears,  tongue, 
teeth,  and  different  parts  of  the  face." 

The  seventh  pair  ?—  "  To  the  different  parts  of  the  lace." 

The  eighth  pair  ?  —  "To  the  inner  ear." 

What  are  the  eighth  pair  called  ? —  "  The  nerves  of  hearing.'' 

Where  do  the  ninth  pair  go  ?  —  "To  the  mouth,  tongue,  and  throat." 

Where  'do  the  twelfth  pair  go  ?  —  "  To  the  tongue.' ' 

Where  do  the  eleventh  pair  go  ? —  "  To  the  neck." 

Where  do  the  tenth  pair  go?—  "To  the  neck,  throat,  lungs,  stomach,  and 
different  parts  of  the  hody." 

What  happens  if  a  nerve  be  destroyed  ?  —  "  It  cannot  carry  messages  to  the 
brain." 

What  happens  if  a  nerve  be  pressed  upon  too  long?  — " It  cannot  carry 
messages  to  the  brain." 

What  is  necessary  if  you  would  have  a  strong,  healthy  brain  ?  —  "  My  brain 
must  be  used;  my  brain  must  be  rested;  my  brain  must  be  supplied  with  pure 
blood." 

How  must  you  use  your  brain?  —  "  In  thinking  and  studying." 

How  may  the  brain  be  rested  ?  —  "By  sleep." 

In  what  other  way  may  the  brain  be  rested  ? —  "By  thinking  of  something 
different  from  that  which  made  it  tired." 
*What  two  brain-poisons  have  you  learned  about?  —  "Alcohol  and  tobacco." 

With  what  may  you  show  the  harm  done  by  alcohol  to  the  gray  part  of  the 
brain ? —  "With  alcohol  and  the  white  of  an  egg." 

How  could  you  show  it  with  these ?  —  "I  would  pour  the  alcohol  upon  the 
white  of  the  egg." 

What  would  then  happen  ? —  "The  white  of  the  egg  would  harden  as  if  it 
had  been  boiled." 

What  is  in  the  white  of  an  egg?  —  "  Water  and  albumen." 

Where  else  may  we  find  albumen  ? —  "In  some  seeds,  and  in  the  gray  part 
of  the  brain  and  the  nerves." 

What  harm  does  alcohol  do  to  the  nerves?  —  "It  takes  away  their  moisture 
and  hardens  them." 

What  harm  does  this  do  to  them  ?  —  "It  paralyzes  them,  or  makes  them  lose 
their  power." 

What  happens  when  nerves  are  paralyzed  ? — "They  lose  their  power  over 
the  muscles;  they  are  unfit  to  carry  messages  to  and  from  the  brain." 

What  harm  does  alcohol  do  to  the  gray  part  of  the  brain ?  —  "It  hardens  it, 
as  it  hardens  the  white  of  an  egg." 

What  harm  does  this  do  to  the  brain  ? —  "  It  paralyzes  it,  or  makes  it  lose  its 
power." 

What  then  happens?  —  "It  cannot  properly  do  its  work  of  thinking,  and 
cannot  control  the  nerves." 

What  disease  is  sometimes  caused  by  this  hardening  of  the  brain  by  alcohol  ? 
—  "  Paralysis,  which  often  ends  in  death." 

*  See  Appendices. 


THE   NERVOUS    SYSTEM.  117 

What  harm  does  alcohol  do  to  the  blood-vessels  of  the  brain  ? — "  It  fills 
them  with  impure  blood." 

What  disease  is  caused  by  the  blood-vessels  of  the  brain  being  filled  with 
impure  blood  ?  —  "  Congestion  of  the  brain,  or  apoplexy,  which  ends  in  death.'' 

What  else  frequently  happens  to  those  who  drink  alcoholic  liquors  ?  — 
"  They  become  crazy,  or  insane." 

If  you  wish  to  have  a  strong,  healthy  brain,  what  should  you  do  about  these 

liquors  ?  — 

"  Never  put  them  into  my  mouth, 
To  steal  away  my  brains." 

Tell  of  what  dreadful  disease  people  die  who  are  bitten  by  a  mad  dog.  — 
"Of  hydrophobia.'' 

Of  what  dreadful  disease  do  people  sometimes  die  who  are  bitten  by  the 
serpent  in  alcoholic  liquors  ? —  "  Of  delirium  tremens." 

Which  is  the  more  dreadful,  hydrophobia  or  delirium  tremens  ?  — "  One  is 
as  dreadful  as  the  other." 

How  can  you  be  sure  never  to  have  delirium  tremens?  —  "By  drinking 
nothing  which  has  alcohol  in  it." 

Will  a  little  beer  or  wine  hurt  you  ? —  "  Yes,  it  may  make  me  love  the  taste 
of  alcohol." 

What  harm  is  there  in  loving  the  taste  of  alcohol  ?—  "  I  may  love  it  so  much 
as  to  become  a  drunkard." 

Tell  once  more  how  you  should  treat  alcoholic  liquors.  —  "  1  should  never 
drink  a  drop  of  them." 

For  questions  on  TOBACCO,  see  Appendix  II. 


118 


THE   HUMAN   BODY. 


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BLACKBOARD  OUTLINE. 

.  THE  NERVOUS  SYSTEI 

III.  COMPOSED  OF 

Three  coats  or  membranes. 

!  body.  Fleshy,  grayish-white  cords. 
FHE  COATS  OF  THE  BRJ 

II.  DESCRIPTION. 

Thick  and  firm.  To  i 
Thin  and  web  like. 
A  net-work  of  blood-vessels.  To  < 

C.  THE  NERVES. 

I.  NAME.  II.  NUM 

liear  Nerves  of  the  brain.  Twelve  \ 
Nerves  of  the  spine.  Thirty-oi 

| 

D.  THE  SPINAL  CORD. 

II.  CONSISTS  OF 

rty-one  pairs  of  nerves,  called  To  1 

spinal  nerves.  ; 

RULES  FOR  HEALTH. 

The  brain  must  be  supplied  w 
The  brain  must  not  be  poisont 

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APPENDIX    I. 

ALCOHOL    AND    ALCOHOLIC    LIQUORS, 


ALCOHOL. 

THE    STORY    ABOUT    ALCOHOL. 

SEVERAL  hundred  years  ago  many  people  were  trying  to  dis- 
cover something  that  would  keep  them  young  and  strong,  and 
prevent  them  from  dying.  It  is  said  by  some  that  a  man  named 
Paracelsus,  in  making  experiments,  discovered  alcohol.  He 
called  it  "  the  water  of  life,"  and  boasted  that  he  would  never 
be  weak  and  never  die  ;  so  he  went  on  drinking  alcoholic  liquors 
until  at  last  he  died  in  a  drunken  fit. 

What  is  this  alcohol  which  has  done  and  is  doing  so  much 
mischief  in  the  world?  I  will  show  you  some.  What  does  it 
look  like? —  "  Water."  Yes  ;  and  if  you  were  to  smell  it  you 
would  say  it  has  a  somewhat  pleasant  odor  ;  if  yon  were  to  taste 
it,  that  it  has  a  hot,  biting  taste,  i.e.,  is  pungent.  If  you  put 
a  lighted  match  to  it  you  would  notice  that  it  burns  easily,  and 
with  a  flame,  and  may  therefore  be  said  to  be  combustible  and 
inflammable. 

What  does  it  come  from  ?  Is  it  one  of  the  drinks  God  has 
given  us  ?  Some  of  the  class  think  it  is ;  we  will  try  to  learn 
whether  this  answer  is  correct  or  not.  If  we  study  about  it 
very  carefully  we  shall  discover  that  it  is  not  a  natural  drink, 
that  it  is  not  found  except  where  it  has  been  made  from  decayed 
or  rotten  fruits,  grains,  or  vegetables. 

If  you  take  some  apples,  and  squeeze  the  juice  out  of  them, 
you  will  find  it  sweet  and  pleasant;  let  that  juice  stand  for 
several  da^ys  and  what  will  happen  to  it?  —  "It  will  get  bad." 
Yes  ;  or,  as  grown  people  say,  it  will  work  or  ferment;  that  is, 
the  sugary  part  of  the  juice  will  be  separated  into  a  kind  of  gas 
and  a  liquid.  The  gas  is  called  carbonic  acid  gas;  the  liquid 
is  alcohol.  Both  the  gas  and  the  liquid  are  poisonous. 

Alcohol  may  also  be  obtained  from  other  fruits,  as  grapes, 
and  from  some  grains  and  vegetables.  But  all  these  must  first 
become  rotten  before  alcohol  will  come  out  of  them.  This  is 


122  THE    HUMAN    BODY. 

one  reason  why  we  think  that  God,  who  gives  us  good,  whole- 
some food,  did  not  intend  alcohol  to  be  a  drink  for  man,  else 
He  would  have  put  it  into  the  delicious  ripe  fruit,  and  not  made 
it  impossible  to  get  until  they  decay. 

Now  let  us  put  upon  the  blackboard  something  which  will 
help  us  remember  what  we  have  learned  about 

ALCOHOL. 

DISCOVERED  BY  DESCRIPTION.  MADE  FROM 

Paracelsus.  Water-like;  with  a  pleas-  r  Fruits, 

ant  odor ;  a  hot,  biting  Rotten  <  Grains,  or 
CALLED                 taste;    and   will    burn  I  Vegetables. 

"  The  water  of  life."      with  a  flame. 


USES    OF    ALCOHOL. 

WE  put  some  sugar  into  water  ;  the  children  see  that  it  melts  ; 
then  some  glue  or  shellac  is  placed  in  the  same  liquid ;  they  see 
that  this  is  not  melted,  but  that,  when  alcohol  is  used  instead 
of  water,  the  glue  or  shellac  is  dissolved.  From  this  experi- 
ment they  learn  that  alcohol  is  used  in  making  varnishes. 

Some  water  is  poured  into  one  saucer,  and  alcohol  into 
another ;  a  lighted  match  is  applied  to  each ;  the  class  notices 
that  the  alcohol  takes  fire  and  burns,  while  the  water  does  not. 

Next,  we  fill  a  lamp  with  alcohol,  and  put  a  wick  into  it ; 
when  the  wick  becomes  wet  with  the  fluid  it  burns  steadily  and 
without  smoke,  as  may  be  seen  b}T  holding  a  clean  white  saucer 
over  the  flame.  This  shows  why  jewellers  and  others,  who 
wish  to  us^  a  lamp  to  make  things  very  hot,  prefer  alcohol  to 
kerosene,  which,  as  the  children  know,  smokes  lamp-chimneys, 
or  anything  else,  so  easily. 

We  show  a  thermometer ;  the  children  are  told  its  use  if  they 
are  not  already  familiar  with  the  instrument ;  we  talk  about  the 
quicksilver  in  the  tube,  about  its  rising  or  falling  according  to 
the  degree  of  heat  or  cold  ;  then  we  inform  the  class  that  in 


ALCOHOL.  123 

some  countries  where  it  is  very  cold  quicksilver  freezes  ;  for  this 
reason  alcohol,  which  does  not  freeze,  is  colored  red  and  put 
into  the  thermometer  tube  to  be  used  in  these  Arctic  regions. 

Another  use  for  alcohol  is  to  keep  or  preserve  substances. 
This  we  illustrate  by  placing  a  piece  of  meat  into  some  alcohol. 
We  explain  that  the  water  in  the  meat  is  that  which  causes  it 
to  decay.  Alcohol  has  the  power  to  take  up  or  absorb  water  ; 
so  when  meat  is  put  into  this  liquid  the  water  from  the  meat  is 
absorbed  by  it,  and  the  meat  does  not  become  bad.  Those  who 
wish  to  preserve  insects  a  long  time,  and  doctors  who  desire  to 
keep  any  portion  of  a  human  body  after  death,  put  these  into 
alcohol,  in  which  they  may  be  kept  for  a  long  time. 

Lastly,  we  let  the  children  smell  cologne  or  other  perfumery, 
and  tell  them  this  is  made  from  different  oils  mixed  with  alcohol. 

At  the  close  of  this  lesson  the  class  is  ready  to  help  us  make 
the  following 

BLACKBOARD   OUTLINE. 

FACTS  ABOUT  ALCOHOL.  GOOD  USES  OF  ALCOHOL. 

It  melts  gums.  To  melt  gums. 

Burns  with  a  flame.  To  make  varnishes. 

Burns  without  smoke.  To  burn  in  lamps. 

Will  not  freeze.  To  make  camphene,  etc. 

Likes  water.  To  put  into  thermometer  tubes. 

Mixes  with  oils.  To  preserve  meats,  etc. 

To  make  perfumery. 

In  making  jewelry. 


USES   OF   ALCOHOL  —  concluded. 

You  see  alcohol  is  very  useful  for  some  purposes  ;  but  do 
people  ever  drink  it?  Some  of  the  children  think  not,  and  we 
grant  that  no  one  is  foolish  enough  to  drink  raiv  alcohol, 
because  it  is  too  strong.  It  would  take  only  a  little  to  make 
them  drunk,  and  only  a  few  ounces  to  kill  them  instantly. 

We  ask  the  pupils  if  they  have  ever  seen  a  drunken  person, 
and  what  made  that  person  drunk?  We  soon  obtain  an  answer, 


124 


THE   HUMAN   BODY. 


and  place  upon  the  board  "Rum,  gin,  whiske}',  brandy,"  as 
the  names  of  drinks  which  will  take  away  the  good  sense  of 
those  who  drink  them.  To  these  are  added  "Wine,  beer,  ale, 
lager,  and  cider." 

We  explain  that  all  these  have  alcohol  in  them,  as  may  be 
known  by  smelling  them,  or  by  smelling  the  breath  of  those 
who  have  drunk  even  a  little  of  them  ;  and  that  because  they 
contain  alcohol  they  are  called  alcoholic  liquors.  If  a  person 
drinks  any  one  of  them  he  will  be  poisoned,  more  or  less, 
according  to  how  much  he  takes.  The  children  are  astonished 
at  the  word  poisoned,  but  we  explain  that  the  very  word,  intoxi- 
cated, means  poisoned.  So  a  drunken  man  is  a  poisoned  man. 
If  enough  alcohol,  or  alcoholic  liquor,  is  drunk  by  any  one,  he  will 
drop  down  dead  as  quickly  as  if  he  were  shot  by  a  cannon  ball. 

When  told  that  alcohol  is  not  a  food,  but  a  poison,  the  class 
readily  understands  what  we  mean,  and  we  have  no  difficulty 
in  having  the  following  statements  prepared  and  memorized  : 

FOOD. 
That  which  makes  the  body  grow,  and  helps  to  keep  it  alive. 

POISON. 
That  which  hurts  the  body,  and  makes  it  die. 

ALCOHOL. 


QUALITIES. 

Water-like,  looks  like  water. 
Transparent,  may   be  seen  through 

clearly. 

Odorous,  has  a  smell. 
Pungent,  has  a  liot,  biting  taste. 
Liquid,  will  flow  in  drops. 
Poisonous,  hurts  the  body. 
Intoxicating,  takes  away  the  senses; 

makes  drunk. 

Absorbent,  takes  up  or  absorbs  water. 
Inflammable,  burns  with  aflame. 
Uncongealable,  will  not  freeze. 
Innutritious,  not  good  for  food. 


GOOD  USES. 
To  melt  gums. 
To  make  varnishes. 
To  burn  in  lamps. 
To  make  camphene,  etc. 
To  put  in  thermometer  tubes. 
To  preserve  meats,  insects,  etc. 
To  make  perfumery. 
In  making  jewelry. 

BAD  USE. 
To  drink. 


ALCOHOL.  125 

ABOUT     FERMENTATION     AND 
FERMENTED     LIQUOR 

Alcohol.  —  Alcohol  may  be  obtained  from  an}-  substance 
which  contains  sugar  or  starch,  or  both  sugar  and  starch,  as 
apples,  pears,  grapes,  potatoes,  beets,  rice,  barley,  maple, 
honey,  etc. 

Alcohol  can  be  obtained  only  by  fermentation.  By  fermenta- 
tion we  mean  the  change  which  takes  place  when  a  juice  con- 
taining sugar  decaj's,  or  goes  to  pieces.  You  know  decay 
always  makes  things  fall  to  pieces. 

You  ask,  what  pieces  is  sugar  made  of?  Very,  very  little 
pieces,  called  atoms.  There  are  different  kinds  of  sugar.  In 
that  made  from  grapes,  called  grape  sugar,  there  are  six  atoms 
of  carbon,  twelve  of  hydrogen,  and  six  of  oxygen.  What  are 
carbon,  hydrogen,  and  oxygen?  Oxygen  is  the  kind  of  gas 
which  keeps  animals  alive,  and  makes  things  burn.  Hydrogen 
is  another  kind,  which  yon  have  smelled  perhaps  when  water  has 
been  spilled  on  a  hot  stove ;  the  gas  burned  in  street-lamps  is 
Irydrogen  that  has  been  driven  out  of  coal.  Carbon  you  see  in 
charcoal  and  soot ;  the  black  lead  of  your  lead-pencils  is  mostly 
composed  of  carbon  and  iron ;  lamp-black  is  pure  carbon, 
without  form  or  shape. 

We  will  let  these  circles  of  colored  paper  stand  for  the  atoms 
of  carbon,  hydrogen,  and  oxygen  in  grape  sugar,  —  the  largest, 
which  arc  red,  for  the  oxygen  ;  the  second  size,  which  you 
notice  are  black,  will  represent  atoms  of  carbon  ;  while  the  little 
blue  ones  will  make  you  think  of  hydrogen. 

If  you  remember  that  it  takes  one  atom  of  carbon  and  two 
of  ox}rgen  to  make  carbonic  acid  gas  ;  also,  that  two  atoms  of 
carbon,  one  of  oxygen,  and  six  of  hydrogen  to  form  alcohol, 
you  can  easily  find  that  two  atoms  of  carbonic  acid  gas  and  two 
atoms  of  alcohol  may  be  formed  from  an  atom  of  sugar.  So 
the  more  sugar  a  juice  contains  the  more  alcohol  may  be  formed 
from  it. 


126  THE    HUMAN    BODY. 

Cider.  —  Cider  is  made  by  pressing  the  juice  out  of  apples. 
This  sweet  cider  ferments,  and  the  sugar  part  of  it  changes  into 
carbonic  acid  gas  and  alcohol.  People  who  do  not  understand 
this  go  on  drinking  cider,  not  knowing  that  it  makes  drunkards 
of  those  who  drink  much  of  a  beverage  which  seems  so  pleasant 
and  harmless. 

Wines.  — Wines  are  made  from  the  juices  of  fruits  which 
have  sugar  in  them,  especially  grapes.  Sometimes  people  have 
what  the}'  call  home-made  wines,  which  they  make  from  black- 
berries, currants,  elderberries,  gooseberries,  cherries,  or  other 
fruits.  They  may  ask  you  to  take  some,  saying,  "  This  will  do 
you  no  harm  ;  we  did  not  put  any  alcohol  into  it."  They  do  not 
know  what  you  have  learned,  that  alcohol  is  always  formed  in 
decayed  juices  which  contain  sugar.  It  does  not  wait  to  be  put 
into  the  home-made  wines  ;  it  quietly  comes  in  as  they  are  getting 
made,  at  home  or  any  other  place,  and  will  make  people  drunk 
as  surely  as  when  it  is  found  in  brandy  or  any  other  liquor. 

Some  of  the  wines  in  the  stores  are  made  from  grape  juice, 
but  many  more  are  made  by  mixing  hurtful  and  poisonous 
things  together  to  make  the  liquor  strong,  and  give  it  what  is 
called  a  fine  color  and  good  taste. 

Beer  and  Ales. — These  are  made  from  grains  and  hops, 
which  contain  no  sugar,  it  is  true,  but  are  composed  of  starch, 
which  may  be  changed  into  sugar.  When  a  seed  of  grain  is 
put  into  the  ground  and  begins  to  grow,  the  starch  in  it  becomes 
sugar,  which  feeds  the  young  plant.  When  a  brewer  wishes  to 
make  beer,  he  takes  some  grain,  puts  it  in  a  dark  place,  wets  it, 
and  leaves  it  to  sprout,  or  begin  to  grow.  Then  he  puts  it  into 
an  oven  to  dry  it,  and  make  it  stop  growing.  This  makes  what  is 
called  mult.  The  malt  is  mashed  and  soaked  in  warm  water  to 
get  the  sugar  out  of  it ;  this  forms  a  liquid  called  sweet  wort. 
The  wort  is  separated  from  the  mashed  grain  and  boiled  ;  }-east 
is  mixed  with  it  to  help  it  to  ferment  more  quickly  ;  it  soon 
becomes  changed  ;  a  dirty  yellow  scum  filled  with  bubbles  comes 
to  the  top,  which  we  know  is  the  poisonous  carbonic  acid  gas  : 


ALCOHOL.  127 

the  other  poison,  alcohol,  sta^ys  in  the  liquid  and  makes  the  beer 
taste  good  to  those  who  like  it. 

Liquors  made  from  grain  are  called  malt  liquors.  Lager  beer, 
and  all  kinds  of  ales  and  porters,  are  malt  liquors.  They  make 
people  dull,  sluggish,  and  stupid  who  drink  much  of  them. 
They  clo  much  mischief  in  the  body,  though  it  takes  a  larger 
quantity  of  any  one  of  them  to  make  a  person  drunk  than  it 
does  of  whiskey  or  brandy. 

AN  ATOM   OF 

GRAPE  SUGAR.  CARBONIC  ACID  GAS.                ALCOHOL. 

Carbon,  6  atoms.  Carbon,  1  atom.  Carbon,  2  atoms. 

Oxygen,  6  atoms.  Oxygen,  2  atoms.  Oxygen,  1  atom. 

Hydrogen,  12  atoms.  Hydrogen,  6  atoms. 

DECAYED  GRAPE  SUGAR  MAKES 

2  atoms  of  carbonic  acid  gas  and  2  atoms  of  alcohol. 

ALCOHOLIC   LIQUORS 

MADE    FROM 


FRUITS.  GRAINS. 

Cider.  Wines.  Beer,  Ales,  etc. 

Apples.         Grapes,  Gooseberries,  Barley,   Oats, 

Perry.  Currants,          Elderberries,  Wheat,    Peas,  etc. 

Pears.  Blackberries,  Cherries,  etc.  Corn,       (with  hops). 


DISTILLATION. 

How  does  the  sugar  in  grapes  and  other  fruits  become  alco- 
hol?—  "  By  fermenting."  Yes,  and  liquors  made  by  ferment- 
ing are  called  fermented  liquors.  What  other  alcoholic  drinks 
have  yon  heard  about  beside  cider,  wines,  beer,  and  ales?  — 
'•  Gin,  whiskey,  brandy,  rum."  These  are  stronger  than  the 
fermented  liquors,  that  is,  they  contain  more  alcohol ;  they  are 
made  by  what  is  called  distillation. 

If  you  boil  water,  and  let  the  steam  from  it  fall  upon  a  cold 
plate,  the  steam  will  change  back  into  liquid  and  become 


128  THE    HUMAN    BODY. 

distilled  water.  Making  a  liquid  boil,  catching  the  vapor  or 
steam  and  cooling  it,  is  what  we  mean  by  distillation. 

If  two  or  more  liquids  are  mixed  together,  the  one  that  boils 
with  the  least  heat  will  be  drawn  off  first.  The  alcohol  of  beer, 
cider,  and  wines  is  mixed  with  water ;  it  boils  at  a  lower  heat 
than  water,  so  can  be  drawn  off  from  it  very  easily.  This  does 
not  make  more  alcohol,  it  only  makes  the  alcohol  stronger  by 
separating  it  from  the  water. 

When  beer  or  an}'  other  alcoholic  liquor  is  to  be  distilled,  it  is 
poured  into  a  large  copper  boiler,  called  a  still,  and  boiled.  A 
tube  carries  the  vapor  from  the  boiler  into  a  cask  filled  with 
cold  water.  This  tube  is  coiled  like  a  spiral  line  or  worm 
through  the  cask ;  it  is  called  the  worm  of  the  still,  and  the  cask 
is  the  worm-tub.  As  the  vapor  passes  through  the  tube,  it  cools 
and  drops  out  at  the  end  into  the  worm -tub,  changed  into  a 
liquid  stronger  in  alcohol  than  that  from  which  it  was  drawn  or 
distilled. 

In  this  wa}'  gin  is  made  from  beer,  brandy  from  wine,  and 
rum  from  fermented  molasses.  These  are  very  strong  drinks, 
and  only  hard  drinkers  like  them.  But  very  few  people  begin 
by  taking  these  ;  they  first  learn  to  like  alcohol  by  drinking 
cider,  beer,  or  wine,  and  end  with  gin,  whiskey,  or  rum  when 
they  have  become  drunkards. 

DEFINITIONS. 

Distillation.    Drawing  the  vapor  from  a  boiling  liquid  and  cooling  it. 
Still.    Machinery  for  distilling ;  the  boiler  which  holds  the  liquid. 
The  Worm  of  the  Still.    The  tube  which  passes  from  the  still  to  a  cask,  in 

which  it  coils  like  a  worm. 
Worm-tub.    The  cask  which  holds  the  tube  or  worm,  and  receives  the 

distilled  liquid. 

Distilled  Liquid.    A  liquid  formed  by  cooled  steam. 
Distilled  Liquors.    Liquors  made  by  distilling  alcoholic  liquors. 
Fermented.    Changed  by  decay. 
Fermented  Liquors.    Liquors  which  have  been  fermented  or  changed  by 

decay,  and  contain  alcohol. 
Unfermented.    Not  decayed. 
Unfermented  L  auors.    Liquors  which  contain  no  alcohol. 


ALCOHOL.  129 

KINDS   OF   LIQUORS 


UNFERMENTED. 

FERMENTED. 

DISTILLED. 

Grape  juice, 

Hard  cider, 

Gin, 

Sweet  cider, 

|  f  Beer, 

Brandy, 

Root  beer, 

g,     Lager  beer, 

Whiskey, 

Ginger  beer, 

1  1  Ale' 

Rum. 

Perry. 

8  [  Porter, 

Wine. 

HARM    DONE    BY    ALCOHOL 
IN  VARIOUS  PARTS  OF  THE  BODY. 

RAW  alcohol  does  not  do  much  harm  to  people  because  it  is 
too  strong  for  them  to  drink  much  of  it ;  but  the  alcohol  hidden 
in  cider,  ale,  wine,  whiskey,  and  other  alcoholic  drinks  kills  not 
less  than  sixty  thousand  persons  in  this  country  every  year, 
besides  those  who  die  from  its  use  in  other  parts  of  the  world. 

There  is  great  excitement  when  there  is  a  mad  dog  around  ; 
and,  if  any  one  is  bitten  and  dies  from  the  dreadful  hydrophobia, 
people  are  ready  to  destroy  all  the  dogs  of  the  neighborhood ; 
but  when  a  drunkard  dies  from  delirium  tremens  or  alcohol 
craziness,  how  few  take  any  notice  of  the  cause  of  his  death,  or 
do  all  they  can  to  wage  war  against  the  use  of  alcoholic  liquors. 

But  why  do  we  say  such  hard  things  against  these  liquors 
which  some  people  love  so  well  and  think  so  harmless?  In 
what  wa}r  do  they  hurt  and  kill  people?  Let  us  see.  Where 
does  what  we  drink  go  after  it  has  been  put  into  the  mouth?  — 
"  Into  the  stomach."  If  it  were  the  right  thing  to  go  into  the 
stomach,  into  what  would  it  be  changed? — "Into  something 
which  helps  to  make  good  blood." 

Learned  men,  who  have  examined  and  carefully  studied 
about  these  things,  tell  us  that  the  stomach  is  hurt  by  alcohol, 

1  These  soon  become  fermented  ;  they  then  contain  alcohol. 


130  THE   HUMAN   BODY. 

because  the  fiery  fluid  is  not  food,  but  poison  which  makes  the 
stomach  very  sore,  and  gives  it  hard  work  to  do.  The  veins  of 
the  stomach  take  it  up  and  send  it  into  the  liver.  The  liver, 
which  is  a  large  organ  weighing  about  four  pounds,  lies  on  the 
right  side  below  the  lungs ;  its  work  is,  to  help  make  the  blood 
pure.  It  can  do  nothing  with  alcohol,  so  it  drives  it  along  to 
the  heart ;  the  heart  sends  it  to  the  lungs  ;  the  lungs  throw 
some  of  it  out  through  the  breath,  which  smells  of  the  vile  stuff 
that  has  been  poisoning  every  part  it  has  passed  through  since 
it  entered  the  mouth. 

Some  of  the  alcohol  does  not  get  out  of  the  lungs  through 
the  breath,  but  goes  with  the  blood  back  to  the  heart,  and  from 
the  heart  is  sent  through  the  arteries  to  every  part  of  the  body. 
No  part  of  the  body  wants  it. 

The  Skin  drives  some  of  it  out,  through  its  little  pores,  with 
the  perspiration. 

The  Kidneys,  which  lie  in  the  back  below  the  waist,  on  each 
side  of  the  spine,  send  off  some  of  the  poison. 

Yet  some  of  it  gets  into  the  brain,  and  there  does  veiy  much 
mischief,  of  which  you  will  learn  more  by  and  by.  You  know, 
if  the  brain  is  hurt,  the  mind  cannot  do  its  work  of  thinking 
properly  ;  thus,  alcohol  does  great  harm  to  the  mind  through 
the  brain. 

The  muscles  and  the  bones  are  hurt  by  not  being  supplied  with 
pure  blood ;  the  heart  gets  tired  out  with  overwork,  and  the 
lungs  become  diseased  through  this  same  terrible  alcohol. 

Therefore,  if  you  would  be  strong  and  healthy,  have  nothing 
to  do  with  alcoholic  liquors  ;  for 

ALCOHOL   POISONS 


The  stomach,  The  liver,  The  blood, 

The  heart,  The  lungs,  The  brain, 

The  bones,  The  muscles,  The  skin, 

And  every  part  of  the  body. 


ALCOHOL.  131 

IN  THE  STOMACH. 

Children  who  have  learned  the  Lesson  on  Digestion,  and 
know  about  the  coats  of  the  stomach,  about  mastication  and 
chyme-making,  are  easily  made  to  understand  why  anything 
which  has  alcohol  in  it  is  unfit  to  go  into  the  stomach. 

If  we  touch  a  drop  of  alcohol  to  the  eye,  it  will  make  it  sore ; 
so  alcohol  in  the  stomach  irritates  its  coats  and  makes  them  sore. 

Alcohol  poisons  the  gastric  juice.  If  we  get  some  of  this 
juice  from  the  stomach  of  a  calf  which  has  just  been  killed, 
and  mix  alcohol  with  it,  the  alcohol  will  separate  the  watery 
part  from  the  pepsin  or  white  part.  This  is  what  alcohol  does 
in  the  stomach.  It  takes  up  water  from  the  gastric  juice, 
which  prevents  the  pepsin  from  mixing  well  with  the  food,  and 
hinders  the  change  of  the  food  into  chyme,  which  cannot  take 
place  without  pepsin. 

The  children  have  already  learned  that  alcohol  keeps  meat 
from  decaying,  or  going  to  pieces.  We  explain  that  food  in 
the  stomach  must  go  to  pieces  to  prepare  it  to  make  blood ; 
when  mixed  with  alcohol,  it  is  preserved,  and  the  gastric  juice 
cannot  melt  or  dissolve  it.  Thus  the  stomach  is  hindered  from 
doing  its  work  until  it  gets  rid  of  the  alcohol. 

A  true  story  we  have  read  will  help  you  to  remember  how 
troublesome  alcohol  is  to  the  stomach.  Some  men  in  Edin- 
burgh were  paid  their  wages,  one  Saturday,  soon  after  they 
had  eaten  their  dinner.  They  got  drunk  and  remained  so  till 
the  next  day  at  noon.  When  they  became  sober  they  had  a 
headache  and  were  so  ill  that  they  sent  for  a  doctor ;  he  gave 
them  some  medicine  which  brought  up  their  Saturday's  dinner 
just  as  it  had  gone  down  into  the  stomach.  The  poor  stomach 
could  do  nothing  with  dinner  mixed  with  whiskey  or  rum,  be- 
cause these  liquors  are  half  alcohol. 

You  have  already  learned  that  the  stomach  hurries  to  drive 
out  the  alcohol  into  the  liver ;  the  liver  sends  it  with  the  blood 
into  the  heart ;  the  heart  pours  it  into  the  lungs  ;  the  lungs 
breathe  it  out  through  the  nose  and  mouth,  and  tell  that  some 
kind  of  alcoholic  liquor  has  been  taken  into  the  stomach. 


132  THE   HUMAN    BODY. 

Remember,  that  the  alcohol  which  comes  out  in  the  breath  is 
a  part  of  that  which  went  into  the  mouth.  It  could  not  be 
changed.  It  did  nothing  but  mischief  in  its  journey,  which 
shows  that  it  is  not  food,  but  poison.  God,  who  created  the 
body,  has  not  given  any  part  of  it  power  to  change  alcohol  into 
blood. 

People  sometimes  take  ale  or  wine  because  they  think  it  gives 
them  an  appetite.  This  is  a  great  mistake.  When  any  alco- 
holic liquor  goes  into  the  stomach,  there  is  such  hard  work  to 
get  it  out  that  the  pain  of  hunger  is  not  felt ;  when  it  is  out, 
the  stomach  is  tired  and  does  not  tell  the  brain  that  it  is  hungry. 
When  alcohol  is  poured  into  it,  day  after  day,  it  loses  its  desire 
for  good,  wholesome  food,  arid  wants  more  and  more  alcoholic 
liquor.  It  has  an  appetite  for  alcohol. 

Alcohol  makes  the  stomach  sore  and  full  of  disease ;  people 
who  take  much  of  it  in  liquors  always  suffer  much  from  dys- 
pepsia. 

So,  if  the  stomach  could  speak,  it  would  say:  "Don't  pour 
any  alcohol  into  me.  though  you  mix  it  and  call  it  ale,  cider, 
wine,  or  any  other  name  that  makes  folks  think  it  will  do  me 
no  harm.  You  cannot  deceive  me.  I  know  alcohol  as  soon  as 
it  comes  down,  and  it  always  makes  me  suffer." 

BLACKBOARD  OUTLINE. 
ALCOHOL  — 

Burns  or  inflames  the  coats  of  the  stomach. 

Spoils  the  gastric  juice. 

Makes  the  food  hard  to  be  dissolved. 

Makes  the  stomach  tired  and  weak. 

Takes  away  the  appetite  for  wholesome  food. 

Makes  an  appetite  for  alcoholic  liquors. 

Causes  disease  in  the  stomach  and  other  digestive  organs. 

QUESTION  ON  BLACKBOARD  OUTLINE. 

What  harm  does  alcohol  do  in  the  stomach? 


ALCOHOL.  133 

To  THE  BONES,  MUSCLES,  AND  SKIN. 

To  the  Bones.  —  You  have  already  learned  that  the  bones 
require  to  be  supplied  with  good  blood  to  make  them  strong 
aud  healthy,  and  that  alcohol  does  not  make  good  blood,  so  we 
need  spend  no  time  in  deciding  that  alcoholic  liquors  do  injury 
to  the  bones,  and  that  the  bones  of  those  who  drink  these 
liquors  are  less  likely  to  heal,  when  broken,  than  those  of 
persons  whose  blood  has  not  been  poisoned  by  alcohol. 

To  the  Muscles.  —  The  muscles,  as  you  know,  cover  and 
move  the  bones  ;  good  blood  makes  them  grow,  and  keeps  them 
healthy  and  strong.  People  like  to  have  plenty  of  good 
muscle,  for  this  not  only  gives  them  strength,  but  makes  them 
look  plump  and  well. 

Alcohol  poisons  the  blood  by  killing  many  of  the  very  little, 
round,  red  parts  in  it,  called  l)y  a  long  name,  which  3*011  can 
learn  if  you  try.  This  hard  name  is  corpuscles  [kor'pussls]  ; 
corpuscle  means  a  little  body. 

These  little  bodies  float  in  the  fluid  portion  of  the  blood,  and 
go  to  every  part  of  the  body  to  help  keep  it  alive  and  health}7. 
When  alcohol  hurts  them,  they  turn  into  a  poor  kind  of  fat,  like 
suet,  and  cannot  do  any  good.  They  stay  in  different  parts 
and  do  much  harm.  Sometimes  they  lodge  between  the  muscles, 
and  make  a  person  look  strong  because  plump ;  but  he  is  not 
strong,  for  his  muscles  are  filled  with  fat. 

Sometimes  the  liver  or  the  heart,  which  are  only  large 
muscles,  become  so  heavy  and  soft  with  fat  that  they  cannot  do 
their  work  properly  ;  they  become  weak  and  diseased,  wear  out, 
and  cause  the  death  of  their  owner,  who  has  poisoned  them  with 
ale,  wine,  or  other  alcoholic  drink. 

To  the  Skin.  —  Alcohol  hurts  the  skin  also,  by  feeding  it  with 
poisoned  blood,  by  giving  the  pores  extra  work  in  carrying  off 
some  of  the  alcohol  in  the  perspiration,  and  by  making  the 
little  blood-vessels  larger  than  the}'  should  be  in  a  way  you  will 
learn  more  about  by  and  by.  These  little  blood-vessels  become 
very  full  of  blood,  and  cause  the  red  face  and  blue  nose  which 


134  THP]    HUMAN    BODY. 

mark  the  drinker  of  alcoholic  liquors.  This  redness  of  the  skin 
tells  of  the  mischief  which  alcohol  is  doing  inside  of  the  body. 
It  is  the  danger-signal  which  warns  against  the  use  of  the  fiery 
poison. 

ALCOPIOL   HURTS 


THE  BONES, 
By  supplying  them 
with  bad  blood. 

THE  MUSCLES, 
By  supplying  them  with 
bad  blood  ; 
By  loading  them  with 
fat  which  makes  them 
weak. 

THE  SKIN, 
By  supplying  it  with 
bad  blood  ; 
By  over-working  the 
perspiratory  pores. 

To  THE  BLOOD,  THE  LUNGS,  AND  THE  HEART. 

To  the  Blood.  —  The  wonderful  fluid  which  is  the  life  of  the 
body  consists  of  a  water-like  liquid  in  which  floats  millions  of 
the  very  little,  circle-shaped,  red  particles  which  you  have  been 
taught  to  call  corpuscles.  You  have  also  been  told  that  alcohol 
kills  these  little  bodies,  and  thus  takes  some  of  the  life  out  of 
the  blood,  and  fills  it  with  useless,  suet-like  fat. 

The  blood,  you  know,  flows  everywhere  through  the  body, 
giving  its  goodness  to  make  every  part  grow  and  live,  and 
carrying  away  the  worn-out  particles  it  meets.  Blood,  when 
poisoned  with  alcohol,  goes  through  the  body,  giving  disease 
and  death  instead  of  health  and  life.  So,  if  you  want  good,  red 
blood,  do  not  let  alcohol  get  into  it. 

To  the  Heart. —  When  alcohol  comes  with  the  blood  from 
the  liver,  the  heart  begins  to  beat  fast  to  get  rid  of  the  fire- 
water ;  this  makes  it  very  tired,  for  it  always  has  enough  to  do 
in  carrying  bad  blood  to  the  lungs,  and  pumping  good  blood 
into  the  arteries,  without  having  the  extra  trouble  of  driving 
out  alcohol.  Wise  people  will  not  give  it  this  extra  work  to  do. 

Besides,  we  told  you,  in  the  talk  about  the  harm  done  by 
alcohol  to  the  muscles,  that  the  heart, — which  is  only  a  large 


ALCOHOL.  135 

muscle,  or  rather  many  muscles  fastened  together  so  as  to 
make  a  pear-shaped  organ  about  the  size  of  your  fist,  —  is  hurt 
in  another  way  by  alcohol.  It  gets  too  much  of  the  poor  kind 
of  fat  from  the  blood,  which  fills  between  the  muscles,  and  after 
awhile  makes  the  walls  of  the  heart  so  soft  and  weak,  that  we 
could  almost  push  through  them  with  a  finger,  if  we  could  get 
at  them. 

Very  often  the  tired,  overworked,  weakened  heart  suddenly 
stops  beating,  and  the  person  who  would  keep  on  drinking  beer, 
wine,  brandy,  or  rum  falls  down  dead.  "Died  from  heart 
disease,"  people  say,  when  the  truth  is,  died  from  drinking 
alcoholic  liquors. 

To  the  Lungs. —  What  are  the  lungs?  —  "The  breathing- 
machines  of  the  body."  What  do  they  throw  out? — "Bad 
air."  What  do  they  take  in? — "Fresh  air."  In  pure  air 
there  is  a  good  kind  of  gas  which  is  necessary  to  keep  us  alive ; 
this  gas  is  called  oxygen. 

When  air  is  taken  into  the  lungs,  the  oxygen  mixes  with  the 
blood  in  them  and  makes  it  pure.  If  alcohol  is  in  the  lungs,  it 
hardens  the  walls  of  their  air-cells,  and  keeps  out  the  oxygen  or 
good  gas ;  at  the  same  time  it  keeps  in  the  impure  gas,  called 
nitrogen,  which  ought  to  come  out  through  the  nose  and  mouth 
into  the  air.  Thus  the  blood  in  the  lungs  cannot  be  properly 
purified,  and  goes  back  to  the  heart  impure  blood  which  is  unfit 
to  be  used. 

The  lungs  are  also  obliged  to  work  faster  when  alcohol  is  in 
them,  because  with  the  heart  the}T  are  striving  to  drive  out  the 
enemy.  This  makes  the  lungs  tired,  sore,  and  inflamed.  They 
are  not  as  strong  to  do  their  work,  and  are  more  likely  to 
breathe  in  any  contagious  disease  than  are  the  lungs  of  people 
who  do  not  drink  alcoholic  liquors. 

Some  people  go  on  drinking  these  poisons  for  many  years, 
and  seem  not  to  be  hurt  by  them  ;  but  at  last  the}'  suffer  from 
what  is  called  Alcoholic  Phthisis,  a  kind  of  consumption  which 
doctors  cannot  cure. 


136 


THE    HUMAN    BODY. 


HARM   DONE   BY   ALCOHOL 

TO    THE 


HEART. 

BLOOD-VESSELS. 

LUNGS. 

Overworks  it. 
Makes  it  tired. 

Hurries  the  blood  through 
them. 

Makes  them  work  too 
fast. 

Loads  it  with  fat. 

Stretches  the  small  arteries 

Heats    and    inflames 

Softens   and   de- 

and makes  them  unfit  to 

them. 

stroys  it. 

work. 
Poisons  the  blood  in  the 

Hardens  the  walls  of 
their  air-cells. 

hair  -  like     blood  -  vessels 
(capillaries). 

Keeps  in  the  poison- 
ous gas. 
Keeps  out  the  good 
gas  (oxygen). 
Weakens    them    and 

makes  them  diseased. 

THE  BLOOD  ("The  life  ...  is  in  the  blood") 

Consists  of  \  A  colorless  li(lui(l  (Plasma),  and 

(.  Little,  red,  circle-shaped  bodies  (corpuscles). 

ALCOHOL  (a  blood-poison) 

Mixes  with  the  colorless  liquid,  and  takes  away  some  of  its  goodness. 

(  Smaller. 

Change  shape. 
Makes  some  of  the  corpuscles  -{  Lose  color. 

I   Lose  oxygen. 

I  Die,  and  change  into  useless  fat. 


To  THE  BRAIN  AND  NERVES. 

WHERE  is  your  brain?  —  "  In  my  skull."  What  color  is  it? 
—  "  Gray  and  white."  What  does  it  resemble?  —  "  Marrow." 
What  work  is  done  in  the  brain? — "The  work  of  thinking." 
You  may  repeat  what  you  have  learned  about  the  membranes 
of  the  brain.  (See  Formula  for  the  Lesson  on  the  Nervous 
System.) 


ALCOHOL.  137 

You  say  ' '  the  inner  membrane  is  a  net- work  of  blood- 
vessels." If  these  are  blood-vessels  in  the  membranes,  what 
fills  them? —  "  Blood."  Do  3*011  think  alcohol  can  get  into  the 
brain? — "Yes.''  How  can  it  get  there?  —  "It  goes  there 
with  the  blood."  How  can  we  know  that  alcohol  does  mischief 
in  the  brain?  You  cannot  answer?  Did  }'ou  never  see  a 
drunken  man?  Now  tell  me  how  you  might  know  his  brain 
has  been  hurt  by  alcohol.  —  "  He  talks  funny  ;  he  acts  strange- 
ly ;  he  is  very  cross;  he  does  not  know  what  he  is  doing;  he 
walks  crookedly ;  he  falls  down  ;  sometimes  he  falls  asleep, 
and  is  almost  like  a  dead  man ;  he  is  dead  drunk." 

Let  us  stud\-  to  learn  why  the  drunken  man  does  such  strange 
things.  The  alcohol  in  this  bottle,  and  this  egg  which  you  see, 
will  help  us  find  the  cause  of  the  mischief.  You  may  tell  what 
is  in  the  egg.  —  "A  white  liquid  and  a  yellow  liquid."  How 
could  they  be  made  hard  ?  —  "By  making  the  egg  hot ;  by  boil- 
ing." We  will  try  what  alcohol  will  do  to  the  white  part. 
You  see  when  it  is  poured  upon  the  white  of  the  egg  it  hardens 
this  part  as  boiling  would  harden  it.  This  white  portion  is 
composed  of  water  and  something  called  albumen.  The  alcohol 
dries  up  the  water  and  thickens  the  albumen. 

Albumen  is  found  not  only  in  eggs  but  in  some  seeds,  as 
beans,  peas,  corn,  etc.,  also  in  the  gray  part  of  the  brain  and 
in  the  nerves. 

We  will  talk  first  of  the  harm  alcohol  does  to  the  nerves. 
You  know  they  are  the  grayish-white  cords  which  pass  from  the 
brain  and  the  spine  to  every  part  of  the  body.  What  do  they 
act  like  in  the  kind  of  work  they  do?  —  "Like  telegraph  wires." 
What  is  their  work?  —  "To  carry  messages  to  and  from  the 
brain."  What  kinds  of  nerves  have  you  learned  about?  — 
"  Nerves  of  feeling  and  nerves  of  motion." 

When  alcohol  touches  a  nerve,  it  draws  away  the  moisture  or 
water  from  it,  and  hardens  the  white  part  or  albumen ;  this 
makes  the  nerve  shrivel  as  if  it  had  been  burned  ;  it  loses  its 
power  to  feel  and  move,  or,  to  use  a  long  word,  is  paralyzed. 

Alcohol  paralyzes  all  the  nerves  it  touches.     It  makes  them 


138  THE   HUMAN   BODY. 

so  stupid  that  the}'  cannot  understand  what  the  brain  says  to 
them,  and  they  do  not  carry  the  right  messages  back  to  it. 
For  instance :  when  the  nerves  of  the  stomach  are  poisoned  by 
the  alcohol  in  beer,  wine,  etc.,  they  do  not  feel  the  pain  of 
hunger  as  much  as  they  otherwise  would,  and  they  let  the  brain 
think  the  stomach  is  satisfied  and  does  not  need  any  more  food, 
when  it  is  only  stupefied  by  these  liquors. 

Again,  it  is  the  work  of  some  nerves  to  tell  the  muscles  of 
the  small  arteries  to  tighten,  or  contract,  when  too  much  blood 
is  coming  into  them.  Alcohol  so  paralyzes  these  nerves  that 
they  do  not  carry  their  message ;  the  arteries  let  in  the  blood, 
and  become  swollen  and  enlarged.  They  tell  the  mischief  done 
to  them,  by  causing  the  skin  to  be  red  or  flushed.  If  people 
drink  much  of  any  intoxicating  liquor,  and  often,  their  skin  is 
alwa}'s  a  bad  color,  or,  as  grown  folks  say,  becomes  permanently 
discolored.  All  this  because  the  nerves  have  been  made  unfit 
to  do  their  duty  by  alcohol  poison. 

The  nerves  also  lose  power  over  the  muscles  of  the  limbs. 
This  is  plainly  seen  in  the  trembling  of  the  hands  and  the  un- 
steady walking  of  the  drunkard ;  but  is  equally  true  of  those 
who  drink  only  a  little  now  and  then.  Their  nerves  are  not  as 
strong  and  wide-awake  to  control  the  machinery  of  the  body 
as  they  would  be  if  no  alcohol  were  troubling  them. 

Sometimes  the  nerves  of  hearing  and  sight  tell  the  brain 
queer  stories,  and  the  poor  brain  believes  them  all,  for  it,  too, 
is  stupefied  by  the  same  fire-water  which  has  hurt  the  nerves. 
Indeed,  the  harm  done  by  alcohol  to  the  brain  is  greater  than 
that  done  to  any  other  part  of  the  body.  It  takes  the  water 
from  the  albumen,  and  makes  the  white  part  of  the  brain  hard, 
as  if  it  had  been  cooked.  It  kills  the  little,  circle-shaped,  red 
parts  of  the  blood  —  the  corpuscles  ;  these  collect  in  the  blood- 
vessels of  the  brain,  and  keep  the  blood  from  flowing  as  fast  as 
it  ought,  which  causes  disease  and  very  often  death.  Some- 
times the  brain  is  so  much  injured  by  the  poison  that  the 
drinker  becomes  crazy,  and  is  a  great  deal  of  trouble  to  himself 
and  everybody  else. 


ALCOHOL.  139 

Since  all  this  is  true,  wise  children  will  let  cider,  lager,  ale, 
wine,  and  every  other  kind  of  alcoholic  drink  alone,  and  never, 

NEVER, 

"  Put  an  enemy  into  their  mouths, 
To  steal  away  their  brains." 

HARM   DONE    BY   ALCOHOL 

TO    THE 

. A v 


NERVES.  BRAIN. 

Takes   away  their  moisture,   and  Fills  or  congests  its  blood-vessels 

paralyzes  them.  with  impure  blood. 

Takes  away  their  power  to  control  Collects  in  it,  and  paralyzes  it. 

the  muscles.  Hardens  its  albumen. 

Makes  them  unfit  to  carry  messages  So  hurts  it  as  to  cause  craziness 

to  and  from  the  brain.  (insanity)  and  death. 


MORE  ABOUT  THE  HARM  DONE  BY  ALCOHOL. 

IN  the  lessons  you  have  learned  yon  have  been  taught  about 
the  harm  done  by  alcohol  to  the  body  and  the  mind  ;  can  you 
tell,  from  what  you  have  seen  of  drunken  people,  in  what  other 
way  alcoholic  liquors  hurt  them?  —  u  The}7  make  people  waste 
their  money ;  they  make  them  waste  their  time  ;  they  make 
them  cross ;  they  make  them  fight ;  they  make  them  say  silly 
and  wicked  words ;  they  sometimes  make  fathers  and  mothers 
hurt  their  children  ;  they  make  people  lose  their  good  name ; 
they  often  make  them  do  things  for  which  they  are  sent  to 
prison." 

Yes,  this  is  only  some  of  the  mischief  done  by  alcohol.  If 
you  could  fly  around  the  world  and  see  everybody  who  has  been 
hurt  in  any  way  by  this  terrible  poison,  what  a  sad,  sad  sight 
you  would  behold !  At  least  half  the  trouble  in  tlu  world 
comes  from  strong  drink. 

Are  you,  little  girl,  little  boy,  going  to  join  the  army  of 
drunkards?  No,  indeed  !  yon  think  ;  but  probably  no  one  who 
has  become  a  drunkard  ever  intended  to  do  so.  They  all  began 


140 


THE   HUMAN   BODY. 


with  one  glass,  a  few  drops  of  some  alcoholic  liquor,  —  cider, 
wine,  or  beer  perhaps,  —  and  thus  learned  to  love  the  taste  of 
alcohol,  and  soon  became  its  slaves.  For  this  poison  has  the 
strange  power  of  making  those  who  drink  it  want  more  and 
more  of  itself ,  though  they  know  it  is  doing  them  harm. 

The  only  safety  is  in  letting  alcoholic  liquors  alone,  forever. 

BLACKBOARD   OUTLINE. 

ALCOHOLIC  LIQUORS  HURT 
The  body, 
The  mind,  and 
The  soul ; 

AND  MAKE  PEOPLE 


WASTE 

LOSE 

UNFIT  TO 

UNFIT  TO  SERVE 

Money, 

Strength, 

Think,  or 

Themselves, 

Talents,  and 

Health,  and 

Work. 

Their  neighbor,  or 

Time. 

Good  name. 

GOD. 

STORIES    ABOUT    THE    HARM    DONE    BY 
ALCOHOL.1 

A  YOUNG  BEGINNER.  —  The  hardest  drinker  I  ever  knew  com- 
menced on  cider  when  he  was  only  five  years  old.  He  would  go  to  the 
.  barrel  of  cider  in  the  cellar,  which  had  been  put  there  to  make  vinegar, 
and,  getting  a  straw,  would  suck  all  the  cider  he  wanted ;  and  then, 
after  he  had  played  awhile,  he  would  go  back  and  get  more.  He  kept 
on  drinking  alcoholic  liquors  of  some  kind,  until  he  died  a  drunkard. 

CIDER  DELIRIUM.  —  Dr.  J.  H.  Travis,  of  Masouville,  N.Y.,  was  once 
called  to  a  child  six  years  old,  who  was  raving  in  the  wildest  delirium. 
His  symptoms  were  so  peculiar  that  he  questioned  the  family  closely, 
and  found  that  the  day  previous,  at  a  raising,  the  child  had  drank 
freely  of  cider.  After  the  men  left  he  had  procured  a  straw  and  gone 
to  the  barrel  and  drank  till  he  was  senseless,  and  after  this  the  delirium 

1  From  Juvenile  Temperance  Manual,  by  Julia  Colman. . 


ALCOHOL.  141 

came  on.  He  exhibited  undoubted  symptoms  of  delirium  trcincns. 
Cider  was  the  common  beverage  of  the  family.  Dr.  Travis  has  been 
called  to  several  other  cases  of  delirium  tremens  from  the  use  of  cider. 
—  Mrs.  E.  J.  Richmond. 

A  CAUTION  TO  MOTHERS.  —  One  of  the  first  literary  men  in  the 
United  States  said  to  a  temperance  lecturer :  "  There  is  one  thing 
which  I  wish  you  to  do  everywhere ;  entreat  every  mother  never  to 
give  a  drop  of  strong  drink  to  a  child.  I  have  had  to  fight  as  for  my 
life  all  my  days  to  keep  from  dying  a  drunkard,  because  I  was  fed  with 
spirits  when  a  child.  I  thus  acquired  an  appetite  for  it.  My  brother, 
poor  fellow,  died  a  drunkard." 

A  GIRL  DRUNKARD.  —  A  young  girl  of  eighteen,  beautiful,  intelli- 
gent, and  temperate,  the  pride  of  her  home,  was  recommended  to  take 
a  little  gin  for  some  chronic  ailment.  She  took  it;  it  soothed  the 
pain;  she  kept  on  taking  it;  it  created  an  artificial  appetite,  and  in 
four  years  she  died  a  drunkard.  —  Medical  Temperance  Journal. 

"A  LITTLE  WON'T  HURT  HIM."  —  I  wras  the  pet  of  the  family. 
Before  I  could  well  \valk  I  was  treated  to  the  sweet  from  the  bottom 
of  my  father's  glass.  My  dear  mother  would  gently  chide  with  him, 
"  Don't,  John,  it  will  do  him  harm.*'  To  this  he  would  smilingly  reply, 
"  This  little  sup  won't  hurt  him."  When  I  became  a  school-boy  I  was 
ill  at  times,  and  my  mother  would  pour  for  me  a  glass  of  wine  from 
the  decanter.  At  first  I  did  not  like  it ;  but,  as  I  was  told  that  it  would 
make  me  strong,  I  got  to  like  it.  When  I  became  an  apprentice,  I 
reasoned  thus  :  "  My  parents  told  me  that  these  drinks  are  good,  and 
I  cannot  get  them  except  at  the  public-house."  Step  by  step  I  fell.  .  .  . 
I  have  grown  to  manhood,  but  my  course  of  intemperance  has  added 
sin  to  sin.  My  days  are  now  nearly  ended.  Hope  for  the  future  I 
have  none.  —  Dying  Drunkard. 

DANGER.  —  In  one  of  Mr.  Moody's  temperance  prayer  meetings  at 
Chicago,  a  reformed  man  attributed  a  former  relapse  of  drunkenness 
wholly  to  a  physician's  prescription  to  take  whiskey  three  times  a  day  ! 

KILLED  BY  THE  POISON.  —  Many  years  ago,  when  stage  coaches 
\vere  in  use  in  England,  during  a  very  cold  night,  a  young  woman 
mounted  the  coach.  A  respectable  tradesman  sitting  there  asked  her 
what  induced  her  to  travel  on  such  a  night,  when  she  replied  that  she 
was  going  to  the  bedside  of  her  mother,  of  whose  illness  she  had  just 
heard.  She  was  soon  \vrapped  in  such  coats,  etc.,  as  the  passengers 
could  spare,  and  when  they  stopped  the  tradesman  procured  her  some 


142  THE   HUMAN   BODY. 

brandy.  She  declined  it  at  first,  saying  she  had  never  drank  spirits  in 
her  life.  But  he  said,  "Drink  it  down;  it  won't  hurt  you  on  such  a 
bitter  night.*''  This  was  done  repeatedly,  until  the  poor  girl  fell  fast 
asleep,  and  when  they  arrived  in  London  she  could  not  be  roused. 
She  was  stiff  and  cold  in  death,  and  the  doctor,  on  the  coroner's  in- 
quest, said  that  she  had  been  killed  by  the  brandy.  —  Mrs.  Balfour. 

IN  CASE  OF  SHIPWRECK.  —  In  the  winter  of  1796  a  vessel  was 
wrecked  on  an  island  of  the  Massachusetts  coast,  and  five  persons  on 
board  determined  to  swim  ashore.  Four  of  them  drank  freely  of 
spirits  to  keep  up  their  strength,  but  the  fifth  would  drink  none.  One 
was  drowned,  and  all  that  drank  spirits  failed  and  stopped,  and  froze 
one  after  another,  the  man  that  drank  none  being  the  only  one  that 
reached  the  house  at  some  distance  from  the  shore,  and  he  lived  many 
years  after  that. 

IT  EXHAUSTS  STRENGTH.  —  Concerning  one  cold  winter  when  there 
were  very  severe  snow-storms  in  the  Highlands  of  Scotland,  James 
Hogg,  the  poet,  says :  "  It  was  a  received  opinion  all  over  the  country 
that  sundry  lives  were  lost,  and  a  great  many  more  endangered,  by  the 
administration  of  ardent  spirits  to  the  sufferers  while  in  a  state  of  ex- 
haustion. A  little  bread  and  sweet  milk,  or  even  bread  and  cold  water, 
proved  a  much  safer  restorative  in  the  fields.  Some  who  took  a  glass 
of  spirits  that  night  never  spoke  another  word,  even  though  they  were 
continuing  to  walk  and  converse  when  their  friends  joined  them.  One 
woman  found  her  husband  lying  in  a  state  of  insensibility ;  she  had 
only  sweet  milk  and  oatmeal  cake  to  give  him,  but  with  these  she 
succeeded  in  getting  him  home  and  saving  him  "  —  Bacchus. 

SHIPMASTER  OF  THE  KEDROX.  —  "  I  was  brought  up  in  a  temperance 
school,  and  when  I  shipped  before  the  mast  I  stuck  to  my  principles, 
though  everyone  else  on  board  drank  excepting  two  boys  whom  I 
persuaded  to  abstain.  In  a  very  severe  storm  off  a  lee-shore,  when  it 
was  so  cold  they  had  to  break  the  icicles  off  the  ropes  to  tack  the  ship, 
all  drank  but  myself  and  these  two  boys.  The  men  would  work  very 
well  for  a  few  minutes,  and  then  slack  off  and  take  another  drink, 
until  they  were  all  keeled  up,  and  we  three  boys  had  all  we  could  do 
to  keep  the  ship  from  going  ashore.  If  we  had  drank  with  the  rest, 
all  would  have  been  lost,  for  the  men  were  too  drunk  to  save  them- 
selves. Providentially,  the  storm  abated  before  morning,  and  we  were 
saved.  Now,  for  many  years  I  have  been  captain  of  my  own  ship,  and 
I  never  give  out  one  drop  of  liquor." —  Captain  Brown. 


ALCOHOL.  143 

ON  THE  PLAINS.  —  Twenty-six  men,  travelling  on  one  of  the  great 
Western  plains  in  the  United  States,  were  overtaken  by  cold  and  night. 
They  had  food,  clothing,  and  whiskey,  but  no  fire.  They  were  warned 
not  to  drink  whiskey  or  they  would  freeze.  Three  did  not  drink  a 
drop,  and  though  they  felt  cold  they  did  not  suffer  nor  freeze.  Three 
more  drank  a  little,  and  though  they  suffered  much  they  did  not  freeze. 
Seven  others  that  drank  a  good  deal  had  their  toes  and  fingers  frozen. 
Six  that  drank  pretty  strong  were  badly  frozen  and  never  got  over  it. 
Four  that  got  very  'boozy  were  frozen  so  badly  that  they  died  three  or 
four  weeks  afterward.  Three  that  got  dead  drunk  were  stiff  dead  by 
daylight.  They  all  suffered  just  in  proportion  to  the  amount  of 
whiskey  they  took.  They  were  all  strong  men,  and  had  about  the 
same  amount  of  clothing  and  blankets ;  the  whiskey  was  all  that  made 
the  difference. 

THE  RED  RIVER  EXPEDITION  in  Canada,  in  1870,' is  often  quoted 
as  one  of  the  most  laborious  on  record,  1200  troops  travelling  1200 
miles  through  a  very  dense  wilderness,  and  having  all  their  supplies 
to  carry.  They  were  ninety-four  days  out,  and  none  of  them  had  liquor. 
They  were  constantly  wet  through,  sometimes  for  clays  together,  and 
all  the  while  at  the  severe  labor  of  rowing,  poling,  tracking,  and  por- 
taging, yet  they  were  always  well  and  cheery,  and  there  was  a  total 
absence  of  crime. 

IN  AFRICA  it  is  far  safer  to  do  without  intoxicating  drink.  Living- 
stone says  that  he  lived  without  it  for  twenty  years.  Stanley  performed 
his  wonderful  journey  without  it.  Bruce  said  more  than  one  hundred 
years  ago  :  "  I  laid  down  as  a  positive  rule  of  health  that  spirits  and 
all  fermented  liquors  should  be  regarded  as  poisonous.  Spring,  or 
running  water,  if  you  can  find  it,  is  to  be  your  only  drink." 

WATERTON,  the  great  naturalist,  who  travelled  so  much  in  South 
America,  says:  "I  eat  moderately,  and  never  drink  wrine,  spirits,  or 
any  fermented  liquors  in  any  climate.  This  abstemiousness  has  proved 
a  faithful  friend."  He  died  by  accident  at  the  age  of  eighty-three. 

MR.  HUBER,  who  saw  2160  perish  of  cholera  in  twenty-five  days  in 
one  town  in  Russia,  says  that  "  Persons  given  to  drinking  are  swept 
away  like  flies.  In  Tiflis,  containing  20,000  inhabitants,  every  drunkard 
has  fallen."  Of  204  cases  of  cholera  in  the  Park  Hospital,  Xew  York, 
there  were  but  six  temperate  persons,  and  these  recovered.  In  Albany, 
where  cholera  prevailed  with  severe  mortality  for  several  weeks,  only 
two  of  the  5000  members  of  temperance  societies  became  its  victims. 


144  THE    HUMAN   BODY. 

In  Montreal,  where  the  victims  of  the  disease  were  intemperate,  it 
usually  cut  them  off.  In  Great  Britain,  those  who  have  been  addicted 
to  spirituous  liquors  and  irregular  habits  have  been  the  greatest  suf- 
ferers from  cholera.  In  some  towns  the  drunkards  are  all  dead. — 
Bacchus. 

THE  RUMSELLER  NOT  A  GOOD  CITIZEN. —  A  liquor  dealer  was  tried 
for  some  crime,  convicted,  and  sentenced  by  the  judge.  Some  friends, 
in  a  subsequent  plea,  said  that  he  was  a  worthy  man  and  a  good 
citizen.  "A  worthy  man,''  said  the  judge,  "and  make  drunkards! 
A  good  citizen,  and  fill  up  our  jails  and  almshouses,  and  cause  men  to 
commit  murder  and  every  iniquity!  No,  sir.  Your  request  must  be 
denied." 

PRESIDENT  LINCOLN'S  MURDERER.  —  When  Wilkes  Booth  had 
made  up  his  mind  to  kill  President  Lincoln,  he  could  not  muster  the 
courage  to  execute  his  plan  without  the  aid  of  brandy.  He  went  to 
the  bar  and  called  for  "  Brandy !  brandy  ! "  and  then  sought  his  victim, 
and  did  his  bloody  deed. 

\YIFE  MURDER.  —  A  mechanic  in  New  York  city  told  me  that  when 
he  had  partaken  freely,  and  was  at  home,  he  felt  an  almost  superhuman 
desire  to  kill  his  wife.  He  loved  her  dearly  as  any  man  could,  but 
several  times  while  intoxicated  he  had  caught  himself  with  weapons 
in  his  hands  preparing  to  take  her  life.  He  feared  that  he  might  some 
day  commit  the  crime  before  he  was  aware  of  it.  —  Story. 


STORIES   ABOUT   THE   RIGHT   WAY  TO 
TREAT  ALE,    BEER,    Etc. 

THE  RIGHT  SIDE.  —  "  Boys,  which  is  the  right  side  of  the  public 
house  ?  Can  you  tell  me  ?  " —  "  Yes,  sir,  the  outside." 

THE  GOAT  AND  THE  ALE.  —  Many  years  ago,  when  everybody  drank 
freely,  a  Welsh  minister  named  Rees  Pritchard  was  at  the  ale-house 
drinking,  when  he  took  it  into  his  head  to  offer  some  ale  to  a  large 
tame  goat.  The  animal  drank  till  he  fell  down  drunk,  and  the  minister 
drank  on  till  he  was  carried  home  drunk.  The  next  day  he  was  sick 
all  day,  but  on  the  third  day  he  went  again  to  the  ale-house,  and  began 
to  drink.  The  goat  was  there,  and  he  offered  him  more  ale,  but  the 


ALCOHOL.  145 

animal  would  not  touch  it.  The  minister,  seeing  the  animal  wiser 
than  himself,  was  ashamed,  and  gave  up  drinking,  and  became  a 
worthy  minister. 

How  THE  MONKEY  WAS  CURED.  —  A  monkey  named  Kees  had  been 
taught  to  drink  brandy.  At  dinner  every  day  he  had  his  share  like 
his  more  manly  (?)  neighbors,  only  that  his  was  given  to  him  in  a 
plate.  One  day,  as  he  was  about  to  drink  it,  his  master  set  it  on  fire, 
and  he  ran  off  frightened  and  chattering.  No  inducement  could  after- 
ward make  him  drink  brandy.  We  have  many  stories  of  animals  who 
would  never  driiik  again  after  they  had  once  experienced  its  effects. 

THE  KEEN  MARKSMAN  does  not  poison  his  nerves  and  brain  with 
alcohol.  Angus  Cameron,  a  Highlander,  at  the  age  of  twenty,  took 
the  Queen's  prize  for  the  best  marksmanship,  and  when  he  was  twenty- 
two  (in  1869),  he  won  in  the  same  way  a  cup  worth  $1000.  He  made 
the  best  shot  each  time  that  ever  had  been  made  in  the  contest,  and 
neither  of  them  has  been  beaten  by  anyone  else.  Angus  is  a  slight, 
modest,  unassuming  young  man,  who  had  been  a  Band  of  Hope  boy. 
When  he  was  announced  as  the  winner,  and  all  the  friends  made  an 
ado  over  him,  and  offered  him  a  generous  glass  of  champagne,  he 
quietly  refused  their  mistaken  kindness,  and  kept  his  pledge. 

BENJAMIN  FRANKLIN,  when  a  printer  boy  in  London,  would  drink 
no  beer,  and  his  companions  called  him  the  water  American,  and 
wondered  that  he  was  stronger  than  they  who  drank  beer.  His  com- 
panion at  the  press  drank  six  pints  of  beer  every  day,  and  had  it  to 
pay  for.  He  was  not  only  saved  the  expense,  but  he  was  stronger  than 
they,  and  better  off  in  every  way.  If  he  had  gone  to  drinking  beer  at 
that  time,  like  the  other  printer  boys,  it  is  likely  we  should  never  have 
heard  of  him. 

OATMEAL  DRINK.  — "  In  Boulton  and  Watts'  factory  we  saw  an 
immense  workman  at  the  hottest  and  heaviest  work,  wielding  a  pon- 
derous hammer,  and  asked  him  what  liquor  he  drank.  He  replied  by 
pointing  to  an  immense  vessel  filled  with  water  and  oatmeal,  to  which 
the  men  went  and  drank  as  much  as  they  liked."  This  is  made  by 
adding  one  pound  fine  oatmeal  to  each  gallon  of  water,  and  is  much 
used  in  factories  and  at  heavy  work  of  all  kinds  in  Government  works, 
instead  of  the  old  rations  of  alcoholic  liquors.  Iron  puddlers,  glass 
blowers,  and  athletic  trainers,  all  do  their  work  now  better  without 
alcoholic  liquors. 


146  THE    HUMAN    BODY. 

A  CHANGE  IN  AFFAIRS.  —  A  poor  boy  was  once  put  as  an  apprentice 
to  a  mechanic;  and,  as  he  was  the  youngest,  he  was  obliged  to  go  for 
beer  for  the  older  apprentices,  though  he  never  drank  it.  In  vain  they 
teased  and  taunted  him  to  induce  him  to  drink  ;  he  never  touched  it. 
Now  there  is  a  great  change.  Every  one  of  those  older  apprentices 
became  a  drunkard,  while  this  temperance  boy  has  become  a  master, 
and  has  more  than  a  hundred  men  in  his  employ.  So  much  for  total 
abstinence. 

BOOKS  BETTER  THAN  BEER. —  An  intelligent  young  mechanic  stood 
up  in  a  temperance  meeting  and  said  :  "  I  have  a  rich  treat  every  night 
among  my  books.  I  saved  my  beer  money  and  spent  it  in  books. 
They  cost  me,  with  my  book-case,  nearly  $100.  They  furnish  enjoy- 
ment for  my  winter  evenings,  and  have  enabled  me,  by  God's  blessing, 
to  gain  much  useful  knowledge,  such  as  pots  and  pipes  could  never 
have  given  me." 

A  LITTLE  DRUMMER-BOY  was  a  favorite  among  the  officers,  who 
one  day  offered  him  a  glass  of  strong  drink.  He  refused  it,  saying  that 
he  was  a  Cadet  of  Temperance.  They  accused  him  of  being  afraid ; 
but  that  did  not  move  him.  Then  the  major  commanded  him  to 
drink,  saying :  "  You  know  it  is  death  to  disobey  orders."  The  little 
fellow  stood  up  at  his  full  height,  and  fixing  his  clear  blue  eyes  on  the 
face  of  the  officer,  he  said :  "  When  I  entered  the  army  I  promised  my 
mother  on  bended  knees  that,  by  the  help  of  God,  I  would  not  taste  a 
drop  of  rum,  and  I  mean  to  keep  my  promise.  I  am  sorry  to  disobey 
orders,  sir,  but  I  would  rather  suffer  than  disgrace  my  mother,  and 
break  my  temperance  pledge."  He  was  excused  from  drinking. 


APPENDIX   II. 

TOBACCO. 


TOBACCO. 

INTRODUCTORY    LESSON. 

You  have  been  learning  about  the  poison  alcohol,  and  what 
mischief  is  done  by  it ;  we  will  now  study  about  another  poison 
which  thousands  of  persons  are  using  every  day.  It  is  rolled 
in  cigars  and  cigarettes,  and  hidden  in  snuff  and  pieces  of 
tobacco,  and  does  more  harm  to  children  and  young  people  who 
use  these  things  than  to  grown  persons. 

Perhaps  }'ou  know  how  a  person  feels  who  takes  tobacco  or 
smokes  a  cigar  for  the  first  time;  if  not,  we  will  tell  you.  He 
begins  to  be  dizzy,  to  tremble,  to  become  faint,  and  to  vomit ; 
his  head  aches,  and  he  is  so  sick  for  hours,  often  for  several 
days,  that  he  scarcely  knows  what  to  do.  Why  is  he  so  sick? 
Because  tobacco  poison  has  been  taken  into  his  kings ;  also, 
some  has  mixed  with  the  saliva  and  gone  down  into  his 
stomach  ;  and  each  part  it  has  reached  is  striving  to  drive  it 
out,  and  is  saying,  by  the  pain  it  causes,  u  You  have  given  me 
poison  ;  do  not  give  me  any  more."  If  he  had  taken  enough  it 
would  have  killed  him. 

He  recovers  from  this  sickness  and  tries  chewing  or  smoking 
again  and  again,  until  he  becomes  accustomed  to  the  poison 
and  can  chew  or  smoke  and  it  does  not  hurt  him  ;  so  he  thinks, 
but  he  is  very  much  mistaken. 

Tobacco  is  a  poison,  and  hurts  everybody  who  uses  it  every 
time  they  do  so,  although  it  does  its  evil  work  very  slowly, 
unless  taken  in  large  quantities.  To  understand  more  about 
this  we  will  try  to  learn  how  tobacco  is  obtained,  what  poison 
is  in  it,  and  in  what  way  it  harms  people. 


150  THE   HUMAN    BODY. 

THE    STORY    ABOUT    TOBACCO. 

How  it  Came  to  be  Used. —  Tobacco  is  the  leaves  of  the 
tobacco  plant,  a  native  of  America.  It  was  used  by  the 
Indians  of  this  country  before  Columbus  came  here  in  1492. 
Some  of  the  Spaniards  who  were  with  him  on  his  second  visit 
took  some  of  it  back  with  them  to  Portugal,  and  told  the 
people  the}'  had  discovered  a  wonderful  medicine.  From  Spain 
tobacco  seed  was  sent  to  France  b}'  Jean  Nicot,  in  1560.  It  is 
said  that  Sir  Walter  Raleigh  carried  it  to  England  in  1586, 
when  Elizabeth  was  queen. 

In  a  few  }"ears  many  civilized  people  were  snuffing,  chewing, 
and  smoking  tobacco,  like  the  wild  Indians,  although  it  cost 
them  a  great  deal  of  money  to  do  so.  King  James  does  not 
seem  to  have  liked  it  very  much,  for  he  said,  "It  is  a  custome 
loathsome  to  the  eye,  hateful  to  the  nose,  harmful  to  the  brain, 
and  dangerous  to  the  lungs."  He  called  the  smoke  "  stinking 
fumes." 

The  Tobacco  Plant.  —  This  plant  belongs  to  the  same  family 
as  the  deadly  nightshade,  henbane,  belladonna,  thorn-apple, 
Jerusalem  cherry,  potato,  tomato,  egg-plant,  cayenne  pepper, 
bitter-sweet,  and  petunia.  Most  of  the  plants  of  this  Night- 
shade family  have  more  or  less  poison  in  their  leaves  or  fruit. 
Tobacco  is  supposed  to  have  been  named  from  the  pipe  used 
by  the  Indians  in  smoking  its  leaves. 

The  common  tobacco  plant  grows  from  three  to  six  feet  high, 
and  has  rarge,  almost  lance-shaped,  leaves  growing  down  the 
stems ;  its  flowers  are  funnel-shaped  and  of  a  purplish  color. 
When  fresh  the  leaves  have  very  little  odor  or  taste. 

How  Tobacco  is  Used.  —  When  the  plants  are  ripe,  they  are 
cut  off  above  the  roots  and  placed  where  they  will  become  dry, 
sometimes  in  a  building  made  for  this  purpose,  called  ' '  a 
tobacco  house."  After  a  short  time  they  begin  to  smell  strong 
and  taste  bitter.  The}T  are  then  stripped  from  the  stems  very 
carefully  and  sorted.  The  leaves  nearest  the  root  are  con- 
sidered the  poorest,  those  at  the  top  generally  the  best. 


TOBACCO. 


151 


The  different  sorts  are  packed  in  separate  hogsheads,  and 
sent  away  to  be  sold  to  manufacturers  of  cigars,  snuff,  etc. 

The  manufacturer  has  some  leaves  rolled  into  cigars,  some 
pressed  into  cakes  for  chewing,  or  into  little  pieces  to  be  smoked 
in  a  pipe  ;  while  some  are  ground  for  snuff.  While  the  dried 
leaves  are  being  rolled,  pressed,  or  ground,  various  substances 
are  mixed  with  them  to  give  them  an  agreeable  odor  and 
pleasant  taste. 

Yet,  however  pleasant  the  manufacturer  ma}'  make  them  as 
he  rolls,  presses,  or  grinds,  he  cannot  take  the  poison  out  of 
them.  It  remains  in  its  brown  covering  to  do  much  harm  to 
those  who  may  smoke  the  cigars,  use  the  snuff,  or  chew  the 
tobacco. 

BLACKBOARD   OUTLINE. 
THE  TOHACCO  PLANT. 


NATIVE  OF             FOUND  BY 
America.          Columbus,  1492. 

(About  50  species.) 

TAKEN  TO 
Portugal,  1496. 
France,  1560. 
England,  1586. 

GROWS  IN  THE 

Torrid  and  tem- 
perate zones. 

DESCRIPTION. 

Height,  3  to  6  feet. 

Leaves,  lance-ovate,  and  run- 
ning down  the  stem. 

Stem,  hairy  and  sticky. 

Flowers,  funnel-shaped  and 
purplish. 


FAMILY. 

The  same  as  t<he  Jerusalem  Cherry, 
Petunia, 
Potato, 
Tomato,  # 
Egg-plant, 
Red  pepper,  etc. 


How  MADE  READY  FOR  USE. 


(1) 

Cut-off  above  the  roots. 

Dried. 

Stripped ;  sorted. 

Packed,  and  sold  to  the  manufacturers. 


(2) 

Flavored  and  scented. 
Rolled  for  cigars. 
Pressed  for  chewing. 
Ground  for  snuff. 


152  THE   HUMAN    BODY. 

THE    POISON    IN    TOBACCO    AND    THE 
HARM    IT    DOES. 

The  Poison. —  What  is  the  poison  in  fermented  liquors?  — 
"Alcohol."  In  distilled  liquors?— "Alcohol."  True;  and 
the  strongest  poison  in  tobacco  is  nicotine,  named  from  the  man 
who  first  sent  it  to  France,  Jean  Nicot.  Beside  this  it  contains 
several  others,  some  of  which  we  shall  tell  you  about  when  we 
make  up  our  blackboard  outline. 

Tobacco,  like  alcohol,  is  a  narcotic ;  that  is,  it  soothes  pain 
and  produces  sleep.  Alcohol  acts  first  upon  the  nerves  ;  tobacco 
upon  the  muscles,  which  it  weakens  and  causes  to  tremble.  It 
often  causes  palpitation  of  the  heart. 

If  the  skin  is  scratched  or  punctured,  and  tobacco  poison  put 
into  the  wound,  it  will  do  the  same  harm  as  if  it  were  taken  into 
the  stomach.  Tobacco  is  so  dangerous  that  physicians  do  not 
use  it  much  as  a  medicine. 

Harm  done  in  the  Stomach.  —  You  remember  that  after  alco- 
hol has  been  swallowed,  the  little  mouths  of  the  stomach  take  it 
up  and  carry  it  to  the  liver,  which  sends  it  with  the  blood  to 
different  parts  of  the  body. 

Tobacco,  as  we  have  already  told  }"ou,  poisons  more  slowly. 
People  do  not  swallow  it  purposely,  yet  some  of  it  goes  down, 
accidentally,  into  the  stomach  with  the  saliva,  and  makes  trouble 
there,  causing  nausea  and  vomiting  when  taken  for  the  first 
time.  By  and  by  the  stomach  seems  to  take  the  poison  without 
being  hurt,  but  it  really  suffers  from  dyspepsia  or  other  diseases, 
and  often  loses  its  appetite  for  wholesome  food. 

Harm  done  in  the  Mouth,  Throat,  and  Lungs. —  The  mouth 
takes  in  some  of  the  poison  through  the  pores  of  the  membrane, 
or  skin,  which  lines  it ;  those  who  smoke,  sometimes  have  what 
is  called  "smokers'  sore  throat";  besides  this,  the  senses  of 
taste  and  smell  are  more  or  less  injured  by  nicotine  and  the 
other  poisons  in  tobacco. 

The  fumes,  or  smoke,  from  the  weed  fills  the  air  with  poison- 


TOBACCO.  153 

ous  vapor  which  irritates  the  lungs,  not  only  of  the  smoker,  but 
of  all  who  are  where  the}'  must  breathe  the  same  atmosphere. 
Lungs  thus  irritated  are  liable  to  become  diseased. 

Cigarettes  are  still  more  injurious  than  cigars  because  of  the 
smoke  from  their  paper  coverings ;  also,  because  from  the  way 
the}'  are  made,  more  of  the  tobacco  poison  goes  into  the  lungs. 
The  cheap  cigarette  which  boys  use  is  made  from  cast-away 
cigar  stumps  and  other  filthy  things. 

Harm  done  in  the  Brain  and  Nerves. —  The  smoker  feels  so 
rested  and  comfortable,  after  his  cigar,  and  his  brain  is  so 
rested,  that  he  does  not  think  about  the  mischief  that  is  going 
on  among  its  blood-vessels  and  nerves ;  perhaps  he  has  never 
heard  that  tobacco,  snuffed,  chewed,  or  smoked  hurts  the  brain, 
and  does  not  learn  about  it  until  he  finds  he  is  losing  his  mem- 
ory, that  his  mind  is  not  so  strong  to  think  as  it  should  be,  and 
his  will  too  weak  to  help  him  conquer  his  love  for  the  snuff, 
tobacco,  or  cigar,  when  he  wishes  to  stop  using  it.  He  has 
become  the  slave  of  tobacco,  and  it  is  not  easy  to  get  free  from 
his  cruel  enemy. 

The  nerves  also  lose  their  power,  or  become  more  or  less 
paralyzed  by  nicotine  and  the  other  tobacco  poisons. 

More  about  the  Harm  done  by  Tobacco. —  Some  persons  who 
continue  to  use  tobacco  are  strong  enough  to  throw  off  the 
poison  through  the  lungs,  the  skin,  and  in  other  ways  ;  but  how 
much  better  it  would  be  if  they  were  not  obliged  to  employ  their 
strength  in  getting  rid  of  that  which  does  them  no  good,  which 
only  gives  a  little  pleasure  to  nobody  but  themselves,  and  often 
makes  those  suffer  who  are  compelled  to  remain  where  they  are 
having  "  a  good  smoke."  Beside,  their  breath  and  clothing 
have  the  tobacco  odor,  which  not  only  makes  the  air  impure, 
but  is  disagreeable  to  most  people. 

If  this  be  true  of  smoking,  what  shall  we  say  about  the  filthy 
habit  of  chewing,  and  the  utterly  useless  and  disgusting  practice 
of  taking  snuff,  which  injures  the  voice  as  well  as  the  senses  of 
taste  and  smell? 


154  THE  HUMAN   BODY. 

And  what  about  spitting  tobacco  juice  on  the  floors  cf  cars, 
steamboats,  churches,  —  any  place  where  it  is  convenient  for  the 
man  or  boy  who  has  lost  his  common  politeness  in  his  love  for 
tobacco  ? 

We  must  not  forget  that  cigars,  etc.,  cost  money.  No  one 
who  smokes,  chews,  or  snuffs  would  throw  away  dollars  and 
cents  which  might  be  put  into  the  savings  bank,  or  used  in 
buying  something  worth  having  for  himself  or  somebody  else. 

Lastly,  we  would  have  }'ou  know  that  tobacco  causes  thirst, 
and  this  often  leads  to  drinking  alcoholic  liquors.  Some  one 
who  has  studied  this  subject,  says  that  "  nine  out  of  ten  of  the 
boys  and  young  men  who  become  drunkards  have  first  learned 
to  smoke  or  chew  tobacco."  A  New  York  daily  paper  gave  a 
list  of  294  cases  of  insanity  caused  by  drinking,  in  246  of  which 
the  whiskey  drinking  followed  tobacco  chewing. 

Tobacco  and  alcohol  make  thousands  of  wretched  homes,  and 
send  a  great  many  people  to  prison  or  to  the  insane  asylum ;  so 
we  entreat  you  to  turn  from  beer,  wine,  and  all  alcoholic  liquors 
as  you  would  from  a  serpent,  and  say  No,  when  tempted  to 
smoke  a  cigar  or  use  tobacco  in  any  form. 

Do  this  all  the  more  decidedly  because,  as  we  have  told  you 
before,  alcohol  and  tobacco  hurt  children  and  young  persons  in 
every  way  more  than  they  injure  any  one  else.  If  3-011  have 
begun  to  use  these  poisons,  give  them  up  this  very  day,  before 
the  habit  of  using  them  becomes  too  strong  for  you  to  break. 

QUESTIONS    ON    THE    USE    OF    TOBACCO. 

Of  what  poison  beside  alcohol  have  you  been  studying? — "Tobacco." 

How  is  tobacco  used  ?  —  "  Some  take  it  in  snuff;  some  chew  it;  some  smoke 
it  in  a  pipe;  some  smoke  it  in  cigars  or  cigarettes." 

What  is  the  name  of  the  strongest  poison  in  tobacco  ? —  "Nicotine." 

What  harm  does  tobacco  poison  do  to  the  body? —  See  Blackboard  Outline. 

What  harm  does  it  do  to  the  mind  ? — See  Blackboard  Outline. 

Whom  does  it  harm  most  ?  — ' '  Those  who  begin  to  use  it  when  they  are 
children  or  very  young." 

What  happens  to  children  or  young  people  if  they  use  tobacco  in  any  way  ? 
—  "They  are  not  healthy;  they  are  not  strong;  they  do  not  grow  fast;  they 
look  pale  and  sickly." 


TOBACCO.  155 

How  does  the  tobacco  poison  hurt  their  minds  ? —  "They  cannot  learn  fast; 
they  often  forget  what  they  have  learned." 

What  often  makes  tohacco-chewers,  snuffers,  and  smokers  disagreeable  to 
clean  people?  —  "Their  breath  smells  of  tobacco;  their  clothes  smell  of 
tobacco;  they  poison  the  air  with  tobacco-fumes;  some  have  the  filthy  habit 
of  spitting  tobacco-juice  wherever  they  happen  to  be." 

What  other  harm  does  the  use  of  tobacco  do  to  people  ?  —  "It  makes  them 
waste  time  and  money;  it  leads  some  to  drink  alcoholic  liquors  and  to  go  with 
bad  company." 

If  you  are  wise  how  will  you  treat  tobacco?  —  "  I  will  let  it  alone." 

If  you  have  begun  to  use  it  what  had  you  better  do  ?  —  "Give  it  up  to-day." 

Why  to-day  ?  —  "  Because  the  longer  I  use  it  the  harder  it  will  be  for  me  to 
give  it  up." 

If  you  keep  on  using  it  what  will  you  be  ?  —  ' '  A  tobacco  slave." 


156 


THE   HUMAN   BODY. 


BLACKBOARD   OUTLINE. 
TOBACCO. 


POISONS  IN  TOBACCO  SMOKE.  EFFECTS  OF  THE  POISONS. 

Carbonic  acid Causes  sleepiness  and  headache. 

Carbonic  oxide  .  .  {  Canses  tremblillS'  of  the  muscles 

(      and  heart. 

Ammonia  .  j  Bites  the  tonSue  5  makes  too  much 

1      work  for  the  salivary  glands. 
Nicotine .     See  below. 


NICOTINE 

Is 

Odorous, 

Pungent, 

Emetic, 

Poisonous, 

Pain-soothing, 

Sleep-producing,  i.e.  Narcotic. 


CAUSES 
Weakness, 
Nervousness, 
Dizziness, 

Nausea, 

Faintness, 

Loss  of  strength, 

Stupor, 


If  taken  in  large  quantities,  Convulsions  and  Death. 


SOME  OF  TUP:  HARM  DONE  BY  TOBACCO 


To  THE  BODY. 

Poisons  the  saliva. 

Injures  the  sense  of  smell,  taste, 
sight,  and  hearing. 

Causes  "smokers'  sore-throat." 

Injures  the  stomach,  causing  dys- 
pepsia, etc. 

Often  takes  away  the  appetite  for 
wholesome  food. 

Irritates  the  air-cells  of  the  lungs. 

Causes  palpitation  of  the  heart. 

Weakens  the  muscles,  causing 
trembling.  Injures  the  eyes. 

Excites,  then  stupefies  and  para- 
lyzes the  brain  and  the  nerves. 


To  THE  MIND,  ETC. 
Makes  the  memory  poor. 
Lessens  the  power  to  think. 
Weakens  the  will. 
Makes  people  grow  in  selfishness 

and  impoliteness. 
Makes    people   waste    time    and 

money. 
Often  leads  to  drunkenness  and 

bad  company. 
Sometimes  causes  insanity. 


NARCOTICS.  157 


OPIUM    AND    OTHER    NARCOTICS. 

Opium.  —  Opium  is  the  juice  obtained  from  the  seed-vessels 
of  the  white  poppy  before  they  are  ripe  ;  this  is  dried,  and 
smoked  in  a  pipe  or  chewed.  It  makes  a  person  feel  very 
pleasant  and  happy  for  a  little  while,  then  so  horribly  wretched 
that  he  takes  more  of  the  poison  to  forget  his  misery.  So  he 
keeps  on  until  mind  and  body  are  a  complete  wreck.  Now  and 
then  an  opium  slave  gets  free  from  the  dreadful  habit  which 
has  mastered  him,  but  usually  the  slavery  ends  only  in  death. 

Laudanum  and  Morphine.  —  These  soothe  pain  and  cause 
sleep ;  but  beware  of  them ;  they  are  made  from  opium,  and 
like  it,  though  more  slowly,  hurt  mind  and  body. 

Beware  also  of  chloral  hydrate  and  chloroform,  which  physi- 
cians give  to  ease  suffering  and  produce  sleep.  Endure  pain 
rather  than  form  the  habit  of  using  these  narcotics. 

Hashish,  etc.  —  This  is  prepared  from  the  hemp  plant  grow- 
ing in  hot  countries,  and  is  a  terribly  exciting  poison. 

The  areca  nut,  the  seed  from  a  kind  of  palm,  pear-shaped, 
and  resembling  a  nutmeg,  is  mixed  with  quick-lime  and  wrapped 
in  a  betel-leaf,  which  grows  on  a  vine  belonging  to  the  pepper 
family.  This  mixture  reddens  the  saliva  and  lips,  and  blackens 
the  teeth.  It  is  chewed  by  millions  of  people  in  India. 

The  leaves  of  the  coca,  also  of  the  thorn  apple,  are  smoked 
or  chewed  by  the  South  American  Indian. 

All  these  poisons  mean  the  same  thing,  — 

A  little  pleasure,  DISEASE,  and  DEATH. 


OFTHE 

UNIVERSITY 

OF 


Press  of 
$crfoich 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


LD  21-95m-7,'37 


YC  03952 


lt>5028 


